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TUGGERAH LAKES SECONDARY COLLEGE THE ENTRANCE CAMPUS

Year 11 Exploring Early

Childhood

STUDENT HANDBOOK 2018

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Table of Contents

Course Overview Page 3

Performance Descriptors Page 4

Yearly Planner (Scope and Sequence) Page 5

Core Modules

Core A: Pregnancy and Childbirth Page 6

Core B: Child Growth and Development Page 8

Core C: Promoting Positive Behaviour Page 10

Elective Modules:

Food and Nutrition Page 12

Play and the Developing Child Page 14

Children’s Literature (Year 12 Course) Page 16

Assessment Schedule Page 18

Assessment Task 1 – Pregnancy and Childbirth Research Task Page 19

Assessment Task 2 – Food and Nutrition – Practical and Written Task Page 24

Assessment Task 3 – Play and the Developing Child Research Task Page 28

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Course Overview:

Exploring Early Childhood

2 Units for each of the Preliminary and HSC Courses

Board Endorsed Course

Course Description Our society acknowledges childhood as a unique and intense period for growth, development and learning. When members of society are provided with knowledge about childhood development they will then be able to support and encourage this development when interacting with children. The Exploring Early Childhood course aims to achieve this by giving students an overview of development and related issues within an early childhood context. It provides the opportunity to consider a range of issues in relation to the individual student, their family and the community. As well as reflecting on the personal relevance of childhood issues, students are encouraged to consider the implications for future interactions with children, be these as a parent, friend, carer or educator. Children and childhood are examined from a multidisciplinary perspective and students have opportunities to link theory and practice. The approach taken in this syllabus views childhood learning as experiential, that is, children are active learners and learn and make sense of the world around them through their experiences and through their interactions with others. Throughout this subject the terms infant, toddler, and pre-schooler are used to refer to children in the approximate age ranges of birth to twelve months, one to three years, and three to five years respectively. Where children are referred to as being in the early years of school, the years from Kindergarten to Year 2, or ages five to eight, are implied.

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Performance Descriptions for Reporting Achievement in Stage 6

Board Endorsed Courses These performance descriptions provide the standards to be used when submitting assessment marks for students in HSC Board Endorsed Courses (including Content Endorsed Courses*) 90 - 100 • demonstrates extensive knowledge and understanding of content • displays comprehensive understanding of content, processes, concepts • critically analyses, synthesises and interprets information • demonstrates high–level competence in particular skills, processes • demonstrates high–level skills in critical judgement, reasoning, prediction, inference, evaluation, problem solving,

interpretation • demonstrates high–level skills in the use of appropriate technologies • demonstrates outstanding performance and technique • effectively communicates in a coherent, creative, succinct, logical, sophisticated manner with precision, originality

or flair using terminology extensively and appropriately 80 - 89 • demonstrates thorough knowledge and understanding of content • displays detailed understanding of content, processes, concepts • analyses, synthesises and interprets information • demonstrates competence in particular skills, processes • demonstrates competent skills in critical judgement, reasoning, prediction, inference, evaluation, problem solving,

interpretation • demonstrates competent skills in the use of appropriate technologies • demonstrates accomplished performance and technique • competently communicates in a coherent, creative, succinct, logical, sophisticated manner with control or

originality using appropriate terminology. 70 - 79 • demonstrates sound knowledge and understanding of content • displays clear understanding of content, processes, concepts • analyses and interprets information • demonstrates ability in particular skills, processes • demonstrates skills in critical judgement, reasoning, prediction, inference, evaluation, problem solving,

interpretation • demonstrates skills in the use of appropriate technologies • demonstrates sound performance and technique • communicates in a creative, succinct, logical, manner with coherence, control or originality using appropriate

terminology. 60 - 69 • demonstrates basic knowledge and understanding of content • displays basic understanding of content, processes, concepts • interprets information • demonstrates basic ability in particular skills, processes • demonstrates basic skills in judgement, reasoning, prediction, problem solving, interpretation • demonstrates basic skills in the use of appropriate technologies • demonstrates basic performance and technique • communicates with adequate control or originality using some appropriate terminology. 50 - 59 • demonstrates elementary knowledge and understanding of content • displays simple understanding of content, processes, concepts • interprets information • demonstrates elementary ability in particular skills, processes • demonstrates elementary skills in argument and problem solving • demonstrates elementary skills in the use of appropriate technologies • demonstrates elementary performance and technique • demonstrates limited communication abilities 0 - 49 * Note: Separate course-specific descriptions have been developed for the English Studies CEC.

5 The Entrance Campus

YEARLY PLANNER

Year 11 Course – Exploring Early Childhood 2018

Term 1: 2018 Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Task 1

Term 2:2018 Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Task 2 Practical and Written

Term 3: 2018 Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Task 3 Research

Term 4: 2018 Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

CORE A: Pregnancy and Childbirth 15 hours CORE B: Child Growth & Development 20 hours

CORE C: Promoting Positive Behaviour 10 hours

Food & Nutrition

Food & Nutrition Play & the Developing Child

Children’s Literature Child Health & Safety

Core = 45 hours Modules = approx. 24 hours

Play con’t

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7

8

9

10

11

12

13

14

15

16

17

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Assessment Schedule

TASK WHEN TOPIC/S TYPE OF TASK

OUTCOMES VALUE

1 Term 1 Week 6

Pregnancy and Childbirth Research 1.1, 1.2, 1.4, 5.1,

6.1, 6.2 30%

2 Term 2 Week 8

Food and Nutrition

Practical and Written Component

1.3, 3.1, 4.1, 6.1 40%

3 Term 3 Week 7

Play and the Developing Child Research 2.1, 2.2, 2.3, 2.4,

4.2, 4.3 30%

19 Tuggerah Lakes Secondary College

The Entrance Campus

Year 11 COURSE TAS FACULTY

COURSE NAME: Exploring Early Childhood

MODULE / UNIT: Pregnancy and Childbirth TIMING: Term 1, Week 6 DATE: 7/3/2018 PERIOD/S: In class Line 2 / 5 TASK NUMBER: 1 WEIGHTING: 30% OUTCOMES: A student: 1.1 Analyses prenatal issues that have an impact on development 1.2 Examines major physical, social-emotional, behavioural, cognitive and language development of

young children 1.4 Analyses the ways in which family, community and culture influence growth and development of young children 5.1 Analyses and compares information from a variety of sources to develop an understanding of child growth and development 6.1 Demonstrates an understanding of decision making processes 6.2 Critically examines all issues including beliefs and values that may influence interactions with others TASK: The experience of giving birth is both universal and unique all at once. Although women have been doing it since the dawn of humanity, the process, politics and social norms around pregnancy and birth have evolved as medical practitioners and mothers become more experienced in birthing methods.

That being said, many societies’ rituals and customs have remained sacred throughout centuries, while others have recently implemented new techniques and associations with childbirth.

You must gather your information from at least three sources (eg book, internet site, Department of Health pamphlet etc).

Part 1

Prepare a word processed pamphlet that examines the rituals and customs surrounding pregnancy and birth from 6 countries around the world. Your pamphlet should be presented in an appropriate format. Relevant pictures should also be included. The pamphlet should be approximately 1,000 words in length.

10 Marks

Part 2

Prepare a word processed document with answers to the following questions.

1. Identify the 6 countries/cultures being investigated. (eg India, Vietnam, Brazil) 1 Mark

2. Analyse the main practices surrounding pregnancy and birth in TWO of the countries identified. Analyse how these practices impact on the development (physical, social-emotional, behavioural, cognitive and language) of the child during and directly after birth. Use specific examples to support your ideas. 10 Marks

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3. Critically examine the beliefs and values that have led to these practices in the TWO countries

identified in Question 2. Use specific examples to support your ideas. 10 Marks

4. From the parent / parent’s perspective, examine how these beliefs and values influence the

interactions they have with others. eg. The Kanash people in Pakistan believe labouring women are unclean. Because of this, mothers-to-be are expected to leave their homes a few days before the baby is due.

6 Marks

5. Provide a detailed bibliography of all resources used (minimum of THREE required). Use the template attached. (Appendix A) 3 Marks

TOTAL MARK /40

ADDITIONAL NOTES: * The Campus Assessment Policy and procedures MUST be followed * Tasks must be completed or handed in on the due date during the regular class * Tasks that are handed in late may receive ZERO (0) marks and an N Warning letter issued * Students should refer to the Policy sections on submission of work, plagiarism, illness and/or misadventure appeals, and the assessment task appeals process

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Exploring Early Childhood Year 11 Course 2018 Assessment Task No. 1 Research

Topic: Pregnancy and Childbirth Weighting: 30% Marking Guidelines

Part 1 Pamphlet

Criteria Mark Total Mark • Word processed pamphlet • Comprehensive information regarding facts about rituals and customs surrounding

pregnancy and childbirth from 6 countries • Relevant pictures included

9-10

• Word processed pamphlet • Facts about rituals and customs surrounding pregnancy and childbirth from 5/4

countries • Relevant pictures included

7-8

• Pamphlet provided • Basic facts about rituals and customs surrounding pregnancy and childbirth. • Limited pictures included

4-6

• Lists a few points about rituals and customs surrounding pregnancy and childbirth. • A picture included 1-3

Part 2

1. Identify the 6 countries being investigated. (eg India, Vietnam, Brazil)

Criteria Mark Total Mark • Names 6 countries/cultures being investigated. 1

2. Analyse the main practices surrounding pregnancy and birth in TWO of the countries identified. Analyse how these practices impact the child’s development. Use specific examples to support your ideas

Criteria Mark Total Mark • Identifies components and the relationship between them regarding the main

practices surrounding pregnancy and birth for the countries being investigated. • Describes how these practices impact on development (physical, social-emotional,

behavioural, cognitive and language). • Use of general examples to support ideas.

9-10

• Identifies components and the relationship between them regarding pregnancy and birth for the countries being investigated.

• Describes how these practices impact on development (physical, social-emotional, behavioural, cognitive and language).

• Use of general examples to support ideas.

7-8

• Outlines the main practices surrounding pregnancy and birth for the countries being investigated.

• Outlines how these practices impact on development. • Limited examples used.

4-6

• Lists the main practices surrounding pregnancy and birth for the countries being investigated.

• Lists how these practices impact on development. 1-3

3. Critically examines the beliefs and values that have led to these practices in the TWO countries identified in Question 2. Use specific examples to support your ideas

Criteria Mark Total Mark • Detailed inquiry into the facts surrounding beliefs and values that have led to the

practices in one country • Use of appropriate specific examples to support ideas.

7-10

• Describes the beliefs and values that have led to the practices in one country • Use of general examples to support ideas. 3-6

• Lists some beliefs and/or values. 1-2

22 4. From the parent / parent’s perspective, examine how these beliefs and values influence the interactions they have with

others.

Criteria Mark Total Mark • Inquires into how these these beliefs and values influence the interactions they

have with others. • Use of appropriate specific examples to support ideas.

5-6

• Outlines beliefs and values from a general viewpoint or with limited mention of how they impact on parent’s interaction with others.

• Use of general examples to support ideas. 3-4

• Lists some beliefs and/or values. 1-2

5. Provide a detailed bibliography of all resources used (minimum of THREE required). Use the template attached.

(Appendix A)

Criteria Mark Total Mark • Detailed bibliography using at least THREE sources for information. • Uses the template attached. 3

• List of source(s) used. 1-2 Assessment Task 1 STUDENT NAME: ____________________ Total = /40 Percentage = % Rank For Task = / Cumulative Rank= / LEVEL OF ACHIEVEMENT OF OUTCOMES

OUTCOME ELEMENTARY DEVELOPING COMPETENT HIGHLY DEVELOPED

1.1 Analyses prenatal issues that have an impact on development

1.2 Examines major physical, social-emotional, behavioural, cognitive and language development of young children.

1.4 Analyses the ways in which family, community and culture influence growth and development of young children.

5.1 Analyses and compares information from a variety of sources to develop an understanding of child growth and development

6.1 Demonstrates an understanding of decision making processes

6.2 Critically examines all issues including beliefs and values that may influence interactions with others

TEACHER’S COMMENT:

23 Appendix A

Formatting Your Bibliography

NOTE: You must follow all formatting as per example. This includes use of capitals, spaces, brackets, full stops, italics, inverted commas.

Books Deevers, A B (2000), Disasters of the Twentieth Century, Macmillan Publishers Australia, Melbourne, pages 9-20. Journal Article Morgan C H (2001), “Climatic change effects in the Gippsland Lakes region of Victoria”, in Journal of Australian Climatology, Vol. 1, August, page 15. Newspaper Forsythe, Joan, “Sacred site under threat from tourists”, The Australian, 2 May 2000, page 5 Website Livre, Joe, “The nation-state is dead”, 14 July 2000, www.democracy.com/nations/, visited on 02 March 2013

Surname & Initials of Author

Year of publication Title of book in italics

The Publisher

Where it was published Page numbers

Title of Article

Authors Name

Name of Journal in italics

Volume Number

Title of article in inverted commas Name of newspaper

in italics Date of

publication

Authors Name

Title of Website – if known Document date –

If known Full URL

Date of the visit.

24 Tuggerah Lakes Secondary College

The Entrance Campus

Year 11 COURSE TAS FACULTY

COURSE NAME: Exploring Early Childhood

MODULE / UNIT: Food and Nutrition TIMING: Term 2 Week 8 DATE: 20th May 2018 PERIOD/S: In class Line 2/5 TASK NUMBER: 2 WEIGHTING: 40% OUTCOMES: A student 1.3 Examines the nature of different periods in childhood: infant, toddler, pre-school and the early school years. 3.1 Evaluates strategies that encourage positive behaviour in young children. 4.1 Demonstrates appropriate communication skills with children and/or adults. 6.1 Demonstrates an understanding of decision making processes. TASK: A child’s diet should consist of a variety of foods that contain a range of nutrients.

1. You are to work with a partner and prepare a meal suitable for a toddler OR pre-schooler from the options listed below. You must have given your selection to your teacher on or before 23rd April, 2018 (Term 2, Week 4) so that food can be ordered. You and your partner will prepare this dish in class on Wednesday 20th May, 2018. You must wear fully enclosed leather shoes and have long hair tied back. 20 Marks • Creamy Chicken and Mushroom Pasta • Barbecue Beef Wraps • Vegetable Stir Fry

2. Examine the menu item selected in terms of the nutritional needs of the toddler OR pre-schooler.

10 Marks You must include information on:

• The nutrients (e.g. protein) needed by a toddler OR pre-schooler. • What the nutrient is needed for (eg body building and repair). • How the food item you have selected to prepare provides these nutrients

(eg chicken in the stir fry contains protein. The protein is needed for body building and repair).

3. Explain how schools can assist in promoting healthy eating and appropriate meal time manners. Use

specific examples to show how food can assist in promoting a healthy lifestyle. 8 Marks

4. Provide a detailed bibliography of all resources used (minimum of THREE required). Use the template attached (Appendix A).

2 Marks Points to assist you: • Hand all written work in labelled with the question number. • Bring in an appropriate lunch container if you are taking your food home. • Every student must have covered shoes and long hair tied back. • Include a bibliography. • All fees must be paid by 20th May, 2018 otherwise all ingredients need to be brought in from

home. ADDITIONAL NOTES: * The Campus Assessment Policy and procedures MUST be followed * Tasks must be completed or handed in on the due date during the regular class * Tasks that are handed in late may receive ZERO (0) marks and an N Warning letter issued * Students should refer to the Policy sections on submission of work, plagiarism, illness and/or misadventure appeals, and the assessment task appeals process

25 Exploring Early Childhood Year 11 Course 2018 Assessment Task No. 2 - Research and Practical Topic: Food and Nutrition Weighting: 40%

Marking Guidelines

Part-1 Marks Meal selection given to teacher by the required date. Prepared (hygiene &safety), organised, clean clear work area. Effective work flow, use of the correct procedure and finished on time.

17-20 marks

Meal selection given to the teacher by the required date. Prepared (hygiene &safety), clean clear work area. Effective work flow, food presented well with some use of correct procedure and finished on time.

11-16 marks

Meal selection given to the teacher. Prepared (hygiene &safety), cluttered work area with cleaning incomplete. Ineffective work flow, some effort at presentation and not finished on time.

6-10 marks

Prepared (hygiene &safety), disorganised, and cluttered work area with cleaning incomplete. Ineffective work flow, limited presentation of food and not finished on time.

1-5 marks

Part-2 Marks Inquires into the nutritional needs of a toddler OR pre-schooler, what the nutrient is needed for and how the food item selected provides these nutrients Identifies all components of menu and relates to the nutritional needs of toddlers or pre-schoolers

9-10 marks

Identifies most components of menu and relates to the nutritional needs of toddlers or pre-schoolers 7-8 marks

Identifies some components of menu and relates to the nutritional needs of toddlers or pre-schoolers 5-6 marks

Sketches in general terms the nutritional needs of toddlers or pre-schoolers 3-4 marks Recognises and names some nutritional needs of toddlers or pre-schoolers 1-2 marks Part-3 Marks Relate cause and effect of how schools can assist in promoting a healthy lifestyle in society and appropriate meal time manners. Provides specific examples to show how food can assist in promoting diversity.

7-8 marks

Describes how schools can assist in promoting a healthy lifestyle in society eating and appropriate meal time manners. Provides examples to show how food can assist in promoting diversity.

4-6 marks

Lists how schools can assist in promoting a healthy lifestyle eating and appropriate meal time manners. Provides examples to promote a healthy lifestyle.

1-3 marks

Part-4 Marks Provides a detailed bibliography of all resources used (minimum of THREE required). Use of the template evident.

2 marks

Some attempt at a bibliography. 1 mark

26 Assessment Task 2 STUDENT NAME: ____________________ Total = /40 Percentage = % Rank For Task = / Cumulative Rank= / LEVEL OF ACHIEVEMENT OF OUTCOMES

OUTCOME ELEMENTARY DEVELOPING COMPETENT HIGHLY DEVELOPED

1.3 Examines the nature of different periods in childhood: infant, toddler, pre-school and the early school years.

3.1 Evaluates strategies that encourage positive behaviour iI young children.

4.1 Demonstrates appropriate communication skills with children and/or adults.

6.1 Demonstrates an understanding of decision making processes

TEACHER’S COMMENT:

27 Appendix A

Formatting Your Bibliography

NOTE: You must follow all formatting as per example. This includes use of capitals, spaces, brackets, full stops, italics, inverted commas.

Books Deevers, A B (2000), Disasters of the Twentieth Century, Macmillan Publishers Australia, Melbourne, pages 9-20. Journal Article Morgan C H (2001), “Climatic change effects in the Gippsland Lakes region of Victoria”, in Journal of Australian Climatology, Vol. 1, August, page 15. Newspaper Forsythe, Joan, “Sacred site under threat from tourists”, The Australian, 2 May 2000, page 5 Website Livre, Joe, “The nation-state is dead”, 14 July 2000, www.democracy.com/nations/, visited on 02 March 2013

Surname & Initials of Author

Year of publication Title of book in italics

The Publisher

Where it was published Page numbers

Title of Article

Authors Name

Name of Journal in italics

Volume Number

Title of article in inverted commas Name of newspaper

in italics Date of

publication

Authors Name

Title of Website – if known Document date –

If known Full URL

Date of the visit.

28 The Entrance Campus

Year 11 COURSE

TAS FACULTY COURSE NAME: Exploring Early Childhood

MODULE / UNIT: Play and the Developing Child TIMING: Term 3 Week 7 DATE: 5th September 2018 PERIOD/S: In class Line 2/5 TASK NUMBER: 3 WEIGHTING: 30% OUTCOMES: A student 2.1 analyses issues relating to the appropriateness of a range of services for different families 2.2 critically examines factors that influence the social world of young children 2.3 explains the importance of diversity as a positive issue for children and their families 2.4 analyses the role of a range of environmental factors that have an impact on the lives of young children 4.2 interacts appropriately with children and adults from a wide range of cultural backgrounds 4.3 demonstrates appropriate strategies to resolve group conflict TASK: Throughout most of history, children have spent hour after hour playing with parents, siblings, babysitters, and friends. Play is so important in child development that it's been recognized by the United Nations High Commission for Human Rights as a right of every child.

Part 1 15 Marks You are to prepare a presentation for a group of Early Childhood Graduate Teachers that provides them with examples of 5 play activities for pre-schoolers and toddlers (for example: Israel: Go-Go-Im. During midsummer, when fresh apricots are in season, Israeli kids play games with the small, smooth pits known as go-gos, which are plentiful and perfect for tossing).

You should include:

• name of the game / history of the game / countries where the game is played

• a description of the game

• what you need to play the game / resources

• number of players

Your presentation can be either a word processed pamphlet or a PowerPoint (or similar) presentation.

Your pamphlet/PowerPoint should be presented in an appropriate format. Relevant pictures should be included. The pamphlet/PowerPoint must include 5 play activities.

A hard copy of the PowerPoint presentation should also be submitted. 10 Marks

You will be required to demonstrate ONE of the play activities you have researched to the class. It is your responsibility to organise the class and room in preparation for this activity. Any resources needed for the play activity should be organised prior to the due date. Students will be given time prior to their demonstration to set up. 5 Marks

(The order of presentations will be randomly selected beforehand. Some presentations may be required to take place during the following lesson/s depending on the length of time needed to complete the games demonstrated by each student).

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Part 2 30 Marks

Prepare a word processed document with answers to the following questions.

Questions:

1. Name a service that provides play opportunities for young children. 1 mark 2. Analyse how appropriate this service is for different families. Use examples to

support your ideas. 5 marks 3. Examine ONE (age, gender, family affluence, geographic location) factor that

influences the social world of young children. Use examples to support your ideas. 5 marks 4. Explain how play can encourage a positive attitude towards diversity for children and

their families. Use examples to support your ideas. 5 marks 5. Analyse ONE environmental factor that impacts on the play activities of young

children. 4 marks 6. Identify ONE way that a child’s cultural background may influence interaction during

play. Use examples to support your ideas. 3 marks 7. Suggest a strategy that can be used with young children to resolve group conflict during

play activities. 3 marks 8. Bibliography using format provided. 2 marks

Task Total: / 40 Marks

Points to assist you: • Hand all written work in labelled with the question number • Include a bibliography using the format provided.

ADDITIONAL NOTES: * The Campus Assessment Policy and procedures MUST be followed * Tasks must be completed or handed in on the due date during the regular class * Tasks that are handed in late may receive ZERO (0) marks and an N Warning letter issued * Students should refer to the Policy sections on submission of work, plagiarism, illness and/or misadventure appeals, and the assessment task appeals process

30 Exploring Early Childhood Year 11 Course 2018

Assessment Task No. 3 Research Topic: Play and the Developing Child Weighting: 30%

Marking Guidelines

Part-1 Marks Presentation completed as word processed pamphlet or a PowerPoint (or similar) presentation. Five (5) play activities for pre-schoolers and toddlers named. For all 5 play activities the following information provided: history of the game / countries where the game is played / a description of the game / what you need to play the game / resources / number of players

Relevant pictures included.

9-10 marks

Presentation completed as word processed pamphlet or a PowerPoint (or similar) presentation. Fewer than 5 play activities for pre-schoolers and toddlers named. For the play activities named the following information provided: history of the game / countries where the game is played / a description of the game / what you need to play the game / resources / number of players

Relevant pictures included.

6-8 marks

Presentation completed as word processed pamphlet or a PowerPoint (or similar) presentation. Fewer than 5 play activities for pre-schoolers and toddlers named. Some information provided on some of the following: history of the game / countries where the game is played / a description of the game / what you need to play the game / resources / number of players

Pictures included.

3-5 marks

Presentation on play activities for pre-schoolers and toddlers. Basic information provided on play activities

Pictures included.

1-2 marks

Part-1 Demonstration of Play Activity Marks Demonstration of one of the play activities researched provided to the class. Organisation of the class and room in preparation for this activity is evident.

Resources needed for the play activity organised prior to the due date. 5 marks

Demonstration of one of the play activities researched provided to the class. Minimal organisation of the class and room in preparation for this activity is evident.

Resources needed for the play activity partially organised prior to the due date. 3-4 marks

Demonstration of one of the play activities researched provided to the class. Little preparation for this activity is evident. 1-2 marks

31 Part-2

1. Name a service that provides play opportunities for young children. Name of service provided. 1 mark No service named 0 mark

2. Analyse how appropriate this service is for different families. Use examples to support your ideas.

Explains the relationship between the service and its appropriateness for different families. Appropriate examples to support ideas are provided.

4 - 5 marks

Describes the service and its appropriateness for different families. Examples provided. 3 marks

Outlines the service. An example provided 2 marks

Lists a service. 1 mark

3. Examine ONE (age, gender, family affluence, geographic location) factor that influences the social world of young children. Use examples to support your ideas.

Inquires into ONE factor that influences the social world of young children. Appropriate examples to support ideas are provided. 4 - 5 marks

Describes ONE factor that influences the social world of young children. Examples provided. 3 marks

Outlines factors influencing the social world of young children 2 marks Lists a factor influencing children 1 mark

4. Explain how play can encourage a positive attitude towards diversity for children and their families. Use examples to support your ideas.

Relates cause and effect between play and encouraging a positive attitude towards diversity for children and their families. Appropriate examples to support ideas are provided.

5 marks

Describes how play can encourage a positive attitude toward diversity. 4 marks Lists how play can encourage a positive attitude toward diversity. 3 marks Point about play and diversity provided. 1-2 marks

5. Analyse ONE environmental factor that impacts on the play activities of young children.

Identifies the relationship between ONE environmental factor and its impact on the play activities of young children. 4-5 marks

Explains ONE environmental factor and its impact on the play activities of young children. 3 marks

Describes ONE factor and its impact on the play activities of young children. 2 marks Lists ONE point about play activities of young children. 1 mark

32 6. Identify ONE way that a child’s cultural background may influence

interaction during play. Use examples to support your ideas.

Recognises and names ONE way that a child’s cultural background may influence interaction during play. Appropriate examples to support ideas are provided.

4 marks

Explains ONE way that a child’s cultural background may influence interaction during play. Appropriate examples to support ideas are provided.

3 marks

Describes ONE way that a child’s cultural background may influence interaction during play. Examples to support ideas are provided.

2 marks

Lists ONE way that a child’s cultural may influence play. 1 mark

7. Suggest a strategy that can be used with young children in order to resolve group conflict during play activities.

Names a strategy that can be used with young children in order to resolve group conflict during play activities. 3 marks

Lists ways to resolve group conflict. 1-2 marks 8. Bibliography Provides a detailed bibliography of all resources used (minimum of THREE required). Use of the template evident.

2 marks

Some attempt at a bibliography. 1 mark

33 Assessment Task 3 STUDENT NAME: ____________________ Total = /45 Percentage = % Rank For Task = / Cumulative Rank= / LEVEL OF ACHIEVEMENT OF OUTCOMES

OUTCOME ELEMENTARY DEVELOPING COMPETENT HIGHLY DEVELOPED

2.1 analyses issues relating to the appropriateness of a range of services for different families

2.2 critically examines factors that influence the social world of young children

2.3 explains the importance of diversity as a positive issue for children and their families

2.4 analyses the role of a range of environmental factors that have an impact on the lives of young children

4.2 interacts appropriately with children and adults from a wide range of cultural backgrounds

4.3 demonstrates appropriate strategies to resolve group conflict

TEACHER’S COMMENT: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

34 Appendix A

Formatting Your Bibliography

NOTE: You must follow all formatting as per example. This includes use of capitals, spaces, brackets, full stops, italics, inverted commas.

Books Deevers, A B (2000), Disasters of the Twentieth Century, Macmillan Publishers Australia, Melbourne, pages 9-20. Journal Article Morgan C H (2001), “Climatic change effects in the Gippsland Lakes region of Victoria”, in Journal of Australian Climatology, Vol. 1, August, page 15. Newspaper Forsythe, Joan, “Sacred site under threat from tourists”, The Australian, 2 May 2000, page 5 Website Livre, Joe, “The nation-state is dead”, 14 July 2000, www.democracy.com/nations/, visited on 02 March 2013

Surname & Initials of Author

Year of publication Title of book in italics

The Publisher

Where it was published Page numbers

Title of Article

Authors Name

Name of Journal in italics

Volume Number

Title of article in inverted commas Name of newspaper

in italics Date of

publication

Authors Name

Title of Website – if known Document date –

If known Full URL

Date of the visit.