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School of Education
102104 THEORISING PLAY
Credit Points: 10
1783-Master of Teaching (Birth-5 Years/Birth-12 Years) & 1708-
Bachelor of Arts-Pathway to Teaching (Birth-5 Years/Birth-12
Years)
WESTERN SYDNEY UNIVERSITY ACKNOWLEDGES TRADITIONAL OWNERS
With respect for Aboriginal cultural protocol and out of recognition that its campuses occupy their
traditional lands, Western Sydney University acknowledges the Darug, Gundungurra, Tharawal (also
historically referred to as D’harawal) and Wiradjuri peoples and thanks them for their support of its
work in their lands (Greater Western Sydney and beyond).
UNIT COORDINATOR: PRATHYUHSA SANAGAVARAPU
1H/Autumn 2017
H OW TO USE THIS L EARNING G UIDE
This Learning Guide supplements the unit outline and is designed to help you navigate through the unit. It will help
you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant
sections of the Learning Guide as you plan your study – it will highlight the main things that you should be getting
out of the resources available and provide guidance on teaching activities and class preparation.
The Learning Guide also offers some study tips to assist you in developing the skills and techniques of an effective
learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus
on developing the habits and tools of a successful university student. As an adult learner you need to take control
of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve
this.
ICON KEY
Reading
Activity
Important Information
Deadline
Online Activity
Warning
Hint
Toolkit
Checklist
A standard set of icons is used throughout the learning guide to
make navigation easier. Use the icons to quickly identify important
information, things you need to do and hints for doing them.
S TAFF C ONTACTS
Unit Coordinator/Tutor:
Name: Dr. Prathyusha Sanagavarapu
Phone: 97726651
Campus: Bankstown
Building 4 Room G18
Email:
p.sanagavarapu@westernsydney.edu.au
Mail: School of Education
Western Sydney University
Locked Bag 1797
Penrith NSW 2751
Tutors
Name: Natalie Trinder
Phone: TBA
Campuses: Bankstown
Building: Room TBA
Email:
n.trinder@westernsydney.edu.au
Director of Academic
Program
Name: Dr. Kumara Ward
Phone: 02 97726329
Campus: Bankstown
Building 4.G. 19
Email:
k.ward@westernsydney.edu.au
Administration Support
Officer
Name: Vanessa Lane
Phone: 02 97726561
Campus: Bankstown
Building Building 1 Room 1.1.180
(Reception)
Email:
ecenquiries@westernsydney.edu.au
C ONSULTATION A RRANGEMENTS
vUWS Use vUWS to contact your Unit Coordinator.
Phone Phone your Tutor or Unit Coordinator or Administration Officer.
On Campus
By appointment with the Tutor or Unit Coordinator during the semester. Full-time
teaching staff display their schedule on/next to their office door.
T HIS L EARNING G UIDE IS DESIGNED TO SUPPORT YOUR LEARNING . It should be read in conjunction with the Unit
Outline.
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T ABLE OF C ONTENTS
How to use this Learning Guide ............................................................................................. 2
Student feedback and improvements to the unit ................................................................... 4
Special Requirements ............................................................................................................ 4
Course learning outcomes and how this unit relates to your course ....................................... 4
How this unit relates to your Learning PORTFOLIO? ............................................................... 5
Unit Learning Outcomes ........................................................................................................ 6
Learning and Teaching Schedule ............................................................................................ 7
Assessment Summary .......................................................................................................... 10
Assignment 1 Critical Review of Readings ............................................................................ 10
Assignment 2: Report on a chosen topic of play and learning ........................................... 15
Assignment 3 Case study on a focus child’s play ................................................................... 20
In the event of an accident ............................................................................................. 26
Assignment Submission Details............................................................................................ 31
Learning Resources .............................................................................................................. 32
Academic literacy support for assignment preparation ........................................................ 34
You and This Unit ................................................................................................................ 35
Links to Key Policies and Student Information ...................................................................... 37
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S TUDENT FEEDBACK AND IMPROVEMENTS TO THE UNIT
The University values student feedback in order to improve the quality of its educational programs. As a
result of students’ feedback on this Unit, the following key areas of good practice have been identified:
Unit content; Teaching staff and their support; Flipped classroom teaching; Online learning modules; Captivate
presentations; Tutorial discussions.
The Students’ quotes below attest the positive learning experiences of past students in this unit.
Online learning: Captivate was simple to use; I enjoy online module; I really like the idea of flip classroom; I found
it was done really well. You can clearly see a lot of work and effort has been put into organising the flipped
classroom and it really worked well for me; videos were very interesting and educational.
Assessments: The assignment was very clear and provided a lot of opportunities for learning; I found the case
study assignment really beneficial and relevant to the real world; clear instruction and explanation about the
context of unit and assignment; feedback on assessment was helpful; I enjoyed the assessments.
Learning: I actually learnt something while coming to class compared to other classes; textbook was very useful in
all tasks.
Based on student feedback the following changes and improvements to this unit have been made:
1. Added a new Assignment 1 as a low risk assessment to provide formative feedback to students
early in the semester.
2. Changed Assignment 2 (previously Assignment 1) from an essay to a report with reduced
weighting
3. Removed the 10-day field placement in an early childhood setting attached to
this unit in the previous years.
S PECIAL R EQUIREMENTS
You need to have access to a computer/mobile device where the Internet can be used to logon to e-
learning (vUWS) and with access to Adobe Acrobat Reader downloadable from
http://www.adobe.com/products/acrobat/readstep2.html. Computer labs are located on each campus
for student use and there are provisions for students to access online materials at each campus library.
C OURSE LEARNING OUTCOMES AND HOW THIS UNIT RELATES TO YOUR COURSE
This unit explores the role of play in children’s development and learning. It is one of many M. Teach
units that provide opportunities for you, as a Pre-service Teacher, to prepare for your future
employment as a teacher and to engage with the key elements of the Australian Professional Standards
for Teachers (APST) and the Australian Children’s Education and Care Quality Authority (ACECQA)
standards for early childhood teaching. You will develop skills in pedagogy and practice within the area
of Physical Development, Health, and Physical Education (PDHPE) Syllabus. The knowledge and skills
developed in the other units of study in the course can be applied in this unit. Similarly, the knowledge
and skills developed in this unit can be applied in other units in the course, in particular your
professional experience units in the M. Teach.
Theorising Play is a core unit for students in the M. Teach (Birth-5 years/Birth-12 years) and an
Education Studies Major unit for students in the BA (Pathway to Teaching Birth -5/Birth-12). This unit is
offered on-campus as a combination of face-to-face tutorials and online lectures and taught using a
Flipped Classroom approach, where face to face lectures are replaced with online content.
As a Pre-service Teacher, you will have engaged with the elements of the Professional Standards for
Teachers at the graduate level, as described by ‘The Authority’ , one of the accrediting organisations for
the Master of Teaching (Birth-5 years/Birth- 12 Years) course, when studying this unit.
Play provides a foundation for children’s development, learning and wellbeing in the early years. An
integral part of this unit will be the focus on inquiry, emphasising a critical approach to play and its
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pedagogical potential to facilitate children’s development and wellbeing. Various theoretical
orientations and sociocultural perspectives will be considered in the study of play. Further, the unit
provides guidelines to educators for implementing play based curriculum, an integral component of The
Early Years Learning Framework (EYLF) as well as the Health and Physical Education curriculum in the
school years. Students will apply their knowledge of theory and research to undertake a case study of a
child and make recommendations for practice. Students must complete the WSU’s online Child
Protection Awareness Training before undertaking the Case Study.
The unit provides guidelines to educators for implementing play based curriculum, an integral
component of The Early Years Learning Framework as well as the Health and Physical Education
curriculum in the school years. It provides opportunities for you to develop skills in relation to the
following Professional Standards for Teachers, Standard 1 (know students and how they learn),
Standard 4 (Create and maintain supportive and safe learning environments) and Standard 5 (Assess.
provide feedback and report on student learning), set out by The Authority. It also covers Areas
1(Psychology and child development), 2 (Education and curriculum studies, 3 (Early childhood
pedagogies), 4 (Family and community contexts), 5 (History and philosophy of early childhood) in the
ACECCQA requirements for early childhood teachers. These areas are mapped to the unit learning
outcomes below.
This unit contributes most prominently to the following Western Sydney University graduate attributes:
1. Applies knowledge through intellectual inquiry in professional or applied
contexts.
2. Brings knowledge to life through responsible engagement and appreciation of
diversity in an evolving world.
3. Demonstrates comprehensive, coherent and connected knowledge.
This unit supports the following course outcomes
Graduates of the M. Teach (Birth-5 Years/Birth-12 Years) will be provided with the opportunities to:
Demonstrate mastery of theories, principles, and concepts of childhood,
family, community and education and their application in diverse contexts.
Critically analyse, synthesize and reflect on complex information and
theories and apply these understandings within diverse childhood and
education contexts.
Justify pedagogical practices and provide professional advice that is
informed by established research.
Integrate knowledge of curriculum content, concepts and processes and a
repertoire of pedagogies to design innovative and inclusive educational
environments that extend children’s learning.
H OW THIS UNIT RELATES TO YOUR L EARNING PORTFOLIO?
The development of a learning portfolio, highlighting evidence of your learning, has been embedded
into the Master of Teaching (Birth – 5 Years / Birth – 12 Years). The approach requires you to capture
and gather artefacts from each of your units, reflect on them in relation to your learning progress and
professional development, and store them in your Weekly Learning Portfolio. The learning portfolio will
have seven key components for you to focus upon: planning, teaching, assessment, reflection,
relationships, teaching philosophy and professional identity. As you progress through your course, your
learning portfolio will develop into a rich source of evidence for you to demonstrate your successful
achievement of the Graduate Professional Standards for Teachers.
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The key component of the learning portfolio relevant to this unit is: Assessment which is introduced in
Theorising Play and further developed and assured in later units in the Master of Teaching (Birth – 5
Years) and Master of Teaching (Birth – 12 Years) courses as outlined below.
Unit Number Unit Name Learning Portfolio Key
Component/s
Level of Development
102104 Theorising Play Assessment Introduced
101803 Literacy in the Early Years Assessment Developed
102109 Professional Experience Birth - 2 Years Assessment Developed
101625 Inclusive Practices Assessment Developed
101802 Investigating with Mathematics, Science
and Technology
Assessment Assured
102110 Professional Experience 3 - 5 Years Assessment Assured
101586 Primary English and Literacy 2 Assessment Assured
102111 Professional Experience K – 6 Assessment Assured
U NIT L EARNING O UTCOMES
The following unit learning outcomes are aligned to the course learning outcomes (CLO) above and the
Australian Professional Standards for Teachers (APST) (see vUWS site). On successful completion of this
unit, you should be able to:
1. Evaluate the importance of play for children’s development, learning, health and
wellbeing and their physical education (ACECQA 1.1; APST: 1.1).
2. Analyse the major theories and contemporary research relating to play,
development and learning and the implications for early childhood educators
(ACECQA 3.7, 5.2; APST: 1.4).
3. Explain the diversity in children’s play contexts, family values and practices and
opportunities provided for children’s play and the relevance of these for
planning children’s play in prior-to-school and school contexts (ACECQA 2.2,
4.5).
4. Propose plans for children’s play, development and learning, including active
play, movement activities and games (ACECQA 1.4, 2.8; APST:1.3, 5.1).
5. Apply a case study approach to understanding children’s play, development, and
learning (ACECQA 6.5; APST: 1.2).
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L EARNING AND T EACHING S CHEDULE
Unit Calendar – 1H 2017
Date Week Beginning
Topic
Learning Activities
Reading and other Preparations
Links to
Outcomes
20 February
WEEK 1
F2F Tutorial
What is play and why to think about
children’s play?
See Week 1 learning materials folder on the unit’s vUWS
site. Complete at least one pre-class reading/s and
online activities before coming to the face-to-face
tutorial. Attempt to do the remaining activities after the
tutorial.
Week 1 reading for Assignment 1- Critical Review of
Readings.
Fleer, M. (2013). Perspectives on play: In (pp.1-25) Play
in the early years. Cambridge, UK: Cambridge University
Press.
1,2, 3
27 February
WEEK 2
Changing perspectives of play and
diversity in play
See Week 2 learning materials folder on the unit’s vUWS
site for lecture notes, a list of activities and readings to
complete.
Week 2 reading for Assignment 1- Critical Review of
Readings
Choose one reading from these two readings below for
the Critical review.
Fleer, M. (2013). Infants' and children's perspectives on
play. In Play in the early years (pp. 30-60). Cambridge,
UK: Cambridge University Press.
OR
Fleer, M. (2013). Families at play. In Play in the early
years (pp. 61-74). Cambridge, UK: Cambridge University
Press.
1,2,3
6 March
WEEK 3
F2F Tutorial
An overview of theories of play
See Week 3 learning materials folder on the unit’s vUWS
site. Complete at least one pre-class reading/s and
online activities before coming to the face-to-face
tutorial. Attempt to do the remaining activities after the
tutorial.
Week 3 reading for Assignment 1- Critical Review of
Readings.
Fleer, M. (2013). Classical, grand, developmental and
post-developmental theories of play. In Play in the early
years (pp. 99-136). Cambridge, UK: Cambridge
University Press.
1,2,3
13 March
WEEK 4
Documenting children’s play
See Week 4 learning materials folder on the unit’s vUWS
site for lecture notes, a list of activities and readings to
complete.
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer,
S. (2015). Programming and planning in early childhood
settings. Australia: Cengage Learning. Chapter 9.
Department of Education, Employment, Employment
and Workplace Relations. (2009). Belonging, being and
becoming: The early years learning framework for
Australia. Canberra, Australia: Commonwealth of
4,5
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Australia.
Department of Education, Employment, Employment
and Workplace Relations. (2011). My Time, Our Place.
Framework for school age care in Australia. Canberra,
Australia: Commonwealth of Australia.
20 March
WEEK 5
F2F Tutorial
A case study approach to studying
children’s play, development and
learning.
See Week 5 learning materials folder on the unit’s vUWS
site. Complete at least one pre-class reading/s and
online activities before coming to the face-to-face
tutorial.
Attempt to do the remaining activities after the tutorial.
McDevitt, T. M., & Ormrod, J. E. (2013). Using research
to understand children and adolescents. In Child
development and education (5th ed., pp. 36-65). Upper
Saddle River, NJ: Merrill.
Assignment 1: Submit draft copy of Assignment 1
through Turnitin on 20 March. Check the Originlaity
Report before submitting the final copy on 27 March.
4,5
27 March
WEEK 6
Play for physical development
/learning and health and wellbeing
See Week 6 learning materials folder on the unit’s
vUWS site for lecture notes, a list of activities and
readings to complete.
Board of Studies, NSW. (2007). Personal development,
health and physical education K-6: Syllabus. Sydney,
Australia: Author.
Maynard, T., & Waters, J.(Eds.) (2014). Exploring
outdoor play in the early years. Maidenhead, England:
Open University Press.
Assignment 1
Final Turnitin Submission: Due on 27 March 2017 at
5.00pm
1,2,3
3 April
WEEK 7
F2F Tutorial
Play for socio-emotional
developments/learning
See Week 7 learning materials folder on the unit’s vUWS
site. Complete at least pre-class reading/s and online
activities before coming to the face-to-face tutorial.
Attempt to do the remaining activities after the tutorial.
Irby, B. J., & Brown, G. (2011). Gender and early learning
environments. Charlotte, NC: Information Age Pub.
Museum Victoria: Play & folklore:
http://www.museum.vic.gov.au/playfolklore .
1,2, 3
10 April
WEEK 8
Intra-session break
17 April
WEEK 9
F2F Tutorial
Parramatta students will
have their class on
Monday 24 April due
to Easter Monday
being 17 th -Check
Allocate+
Play for cognition, language, and
literacy
See Week 8 learning materials folder on the unit’s vUWS
site. Complete at least one pre-class reading/s and
online activities before coming to the face-to-face
tutorial. Attempt to do the remaining activities after
the tutorial.
Gupta, A. (2009). Vygotskian perspectives on using
dramatic play to enhance children's development and
balance creativity with structure in the early childhood
classroom. Early Child Development and Care, 179(8),
1041-1054.
Assignment 2: Submit draft copy of Assignment 2
through Turnitin on 21 April. Check the Originlaity
Report before submitting the final copy on 28 April.
1,2, 3
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24 April
WEEK 10
Play curriculum
See Week 10 learning materials folder on the unit’s
vUWS site for lecture notes, a list of activities and
readings to complete.
Fleer, M. (2013). Play in the curriculum. In Play in the
early years (pp. 137-166). Cambridge, UK: Cambridge
University Press.
Assignment 2
Final Turnitin Submission: Due on 28 April 2017 at
5.00pm
4,5
1 May
WEEK 11
F2F Tutorial
Play pedagogy and cultural
technologies
See Week 11 learning materials folder on the unit’s
vUWS site. Complete at least one pre-class reading/s
and online activities before coming to the face-to-face
tutorial. Attempt to do the remaining activities after the
tutorial.
Fleer, M. (2013). Cultural technologies and play. In Play
in the early years (pp. 189-215). Cambridge, UK:
Cambridge University Press.
Palaiologou, I. (2016). Teachers’ dispositions towards
the role of digital devices in play-based pedagogy in
early childhood education Early Years, 36 (3), Pages:
305-321 | DOI: 10.1080/09575146.2016.1174816
4,5
8 May
WEEK 12
Planning for and organising play See Week 12 learning materials folder on the unit’s
vUWS site for lecture notes, a list of activities and
readings to complete.
Fleer, M. (2013). Planning for play development. In Play
in the early years (pp. 167-188). Cambridge, UK:
Cambridge University Press.
4,5
15 May
WEEK 13
F2F Tutorial
Assessing play
See Week 13 learning materials folder on the unit’s
vUWS site. Complete at least one pre-class reading/s
and online activities before coming to the face-to-face
tutorial. Attempt to do the remaining activities after the
tutorial.
Fleer, M. (2013). Assessing play, assessing through play
and assessing for play. In Play in the early years (pp.
216-236). Cambridge, UK: Cambridge University Press.
4,5
22 May
WEEK 14
Being a play activist See Week 14 learning materials folder on the unit’s
vUWS site for lecture notes, a list of activities and
readings to complete.
Fleer, M. (2013). Being a play activist. In Play in the early
years (pp. 237-248). Cambridge, UK: Cambridge
University Press.
Assignment 3: Submit draft copy of Assignment 3
through Turnitin on 22 May. Check the Originlaity
Report before submitting the final copy on 29 May.
4,5
WEEK 15 Assignment 3- Case Study Report: Final Turnitin copy: Due on 29 May 2017 at 5.00pm
A SSESSMENT S UMMARY
Assessment for this unit will be based on the following components:
A SSIGNMENT I TEM D UE D ATE W EIGHTING
L INK TO U NIT
L EARNING
O UTCOMES
Assignment 1
Critical review of readings on
theories of play and learning.
Word Limit – Three 200 word
reading responses
Due to Turnitin: Draft Copy: 20
March, 2017
Final date for submission to Turnitin:
27 March, 2017, 5.00 pm
20% 1,2,3
Assignment 2
Report on a chosen topic relating
to theories of play and learning.
Word Limit – 1000 words
Due to Turnitin: Draft Copy: 21 April,
2017
Final date for submission to
Turnitin:28 April, 2017, 5.00 pm.
30% 1,2,3
Assignment 3
3a. Child protection online
training (Hurdle task before
taking 3b)
3b. Case study of a child’s play.
Word Limit- 2000words
Online training and test
Due to Turnitin: Draft Copy: 22 May,
2017
Final date for submission to Turnitin:
29 May, 2017, 5.00 pm
Satisfactory
or
unsatisfactory
50%
4, 5
Please note, word/time limits are +/- 10% of the total listed.
All assessment items are mandatory. A combined overall mark of at least 50% is required to pass the
unit.
A SSIGNMENT 1 C RITICAL R EVIEW OF R EADINGS
This assignment requires you to submit three 200 word reading responses. See Teaching Schedule on
page 7 of this Learning Guide for the three set readings for the Critical Review. The purposes of this
assignment are to develop students’ in- depth reading and analytical skills and their knowledge of
theories relating to children’s play and learning.
What is a critical review?
A critical review is an analysis of ideas presented in a text or a reading. Its purpose is to understand the
connections between different ideas presented in the reading and to critique the underlying
assumptions of the author/s and theory/ theoretical ideas in the reading. Therefore, in this assignment
you have to go beyond summarising simple facts or ideas presented in a reading or a journal article.
D UE DATE : 27 M ARCH , 2017, 5.00 PM
L ENGTH : T HREE 200 WORD RESPONSES (T OTAL 600 WORDS)
A SSIGNMENT 1 D ETAILS
In order to complete this assignment, follow the steps given below:
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In weeks 1-3, read the set weekly reading for the Critical Review Assignment.
See the Teaching Schedule, page 7 of this Learning Guide. You can only access
these readings from your text book. Due to copyright restrictions, you cannot
access them online. Therefore, buy your textbook ASAP.
Start with skimming each reading and identify its key points and the overall thesis
or arguments of the author/s in each reading.
Read the reading/s again critically to identify the main ideas, theoretical
concepts, assumptions and the evidence that the author/s used to support the
ideas, concepts, and assumptions.
Draw the implications of the ideas or concepts presented in each reading for
promoting children’s play, development and learning and for families and
educators’ practices.
Write your response for each reading using the template given below and make
sure to include information relating to each sub-heading in the template.
Edit the response and correct all writing, citation, referencing and presentation
errors. Ensure all assessment standards are addressed in the response.
Submit, in draft, the three 200 word responses in three separate templates to
Turnitin.
Submit the final copy of three 200 word responses or a total of 600 words for
three readings in three separate templates to Turnitin on the final due date.
Template for writing the Critical Review of weekly reading/s
Weekly reading: Give the number (week 1 or 2 or 3) and its bibliographic details as per APA style
Purpose/s
What is the author/s trying to achieve in this reading? Is it to persuade
readers, inform, describe, apply, and challenge an idea or a theory?
Thesis or argument/s or theoretical
perspectives
What is the main thesis or argument or the theoretical perspectives that
the author/s is trying to put forward ?
Main point/s and assumptions
What are the key points and assumptions of the reading and what
evidence in the reading supports those ideas or assumptions?
Critique and Links
How do the various ideas or points or arguments link with each other
and are there any limitations in the thesis or arguments or ideas
proposed?
Implications What did you learn from this reading? Think about how the points and
ideas presented in the reading could be used to promote children’s play,
developments and learning and/or useful for families and educators’
practices.
This template is adapted from a presentation on In-depth Reading by Dr. Neera Henderson (2014) -
Academic Writing Support Staff- Western Sydney University.
W HAT DO I NEED TO SUBMIT ?
A written 200-word response for three readings in three separate templates, covering all
headings in the template.
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S UBMISSION DETAILS
Submit a draft of your assignment (not a PDF) to Turnitin by 20 March,
2017 so you have time to review your Originality Report and edit your
work.
Submit an electronic copy of your final assignment to Turnitin by 27 March,
2017, 5.00 pm (include your reference list).
Assignments submitted (Final Turnitin Copy) after the due date and time,
without an approved extension, will be penalised 10% per day for late
submission.
You must keep a copy of your assignment.
E XAMPLES OF ASSIGNMENT 1
This is a new assignment, therefore, no past exemplars/excerpts of assignments identified as a
distinction/credit/pass are not available. However, resources that can help you in completing the
assignment can be found in the assessment 1 folder on the Unit’s vUWS site.
A SSESSMENT CRITERIA
Evidence of in-depth reading demonstrated through the identification of
key points or assumptions, thesis or argument/s and the purpose/s of each
reading.
Critical analysis of the thesis or arguments or theoretical perspectives in
each reading.
Clearly drawn implications of the reading for children’s
play/development/learning and /or for families and educators.
Presents work professionally, with clear academic writing and within the
word/time limit.
Uses the APA referencing style correctly for both in-text citations and
reference list.
A SSESSMENT S TANDARDS
The assessment standards outline what is expected for each of these criteria in order to pass this
assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these
standards when assessing your work and you are strongly advised to use them to self-assess prior to
submitting your assignment.
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Student Name Student Number Marker
/20
Assessment Standards for Critical Review Assignment 1
Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION
0-9.8/20 10-12.8/20 13-14.8/20 15-16.8/20 17-20/20
1 2 3 4 5
Evidence of In -depth
reading
/5
Three set readings are not
reviewed. Key points and
purposes of each reading are
not identified clearly.
Information is presented
verbatim from the reading/s.
Three set readings are
reviewed. Key points and
purposes of each reading are
identified clearly and
presented in students’ own
words.
In addition to Pass, some
attempt at synthesising the
different ideas presented in
each reading.
In addition to Credit, clear
synthesis of diverse ideas
presented in each reading.
In addition to Distinction, the
diverse ideas presented in
each reading are
comprehensively and
coherently synthesised
Critical analysis of key
points or assumptions or
theoretical ideas
/5
The thesis or arguments and
theoretical perspectives are
not identified. No attempt at
critiquing the main ideas or
arguments or theoretical
perspectives.
The thesis or arguments and
theoretical perspectives are
identified clearly. Basic
attempt at critiquing the main
ideas or arguments or
theoretical perspectives.
In addition to Pass, some
attempt at critiquing the main
ideas or thesis or arguments
or theoretical perspectives
using the evidence presented
within the set reading.
In addition to Credit, the
main ideas or thesis or
arguments or theoretical
perspectives are critiqued
clearly using the evidence
presented within the set
reading.
In addition to Distinction, the
main ideas or thesis or
arguments or theoretical
perspectives are analysed
clearly and are also and
synthesised effectively using
the evidence presented within
the set reading.
Implications of the readings
for
children/families/educators
/5
No clear understanding of
how the ideas presented in
the reading could be used to
promote children’s play,
development and learning in
early childhood settings
and/or useful for families and
educators’ practices.
Basic understanding of how
the ideas presented in the
reading could be used to
promote children’s play,
development and learning in
early childhood settings
and/or useful for families and
educators’ practices.
In addition to Pass, clear
understanding of how the
ideas presented in the reading
could be used to promote
children’s play, development
and learning in early
childhood settings and/or
useful for families and
educators’ practices.
In addition to Credit,
Implications drawn are
specific and highly practically
applicable to children,
families, and educators.
In addition to Distinction,
Implications drawn are
original, showing strong
understanding of the
applications of the ideas in
reading for children, families,
and educators.
Presents work professionally,
with clear academic writing
and within the word limit
AND
Uses the APA referencing
style correctly for both in-
text citations and reference
list
/ 5
Review lacks structure; little
evidence it has been edited;
terminology inappropriate;
frequent spelling/ typographic
errors. Poor paraphrasing or
overreliance on quotes.
Submitted to Turnitin;
originality report detects some
insignificant matches.
Significantly below or above
Generally clear; review and is
developed with student’s voice;
sentences coherent and
grammatically correct; within
word/time limit; some
typographic and /or spelling
errors.
Some appropriate use of
evidence but needs to be better
integrated; submitted to
Well-structured and coherent
text; effective grammatical
expression; adheres to
word/time limit; uses
appropriate terminology; minor
typographic and /or spelling
errors.
Analysis well developed with
student’s voice and supported
by literature and research.
Clear and concise review;
strengthened by relevant
research; grammar and syntax
mostly correct; cohesive text
within word/time limit;
discriminating use of
appropriate vocabulary; few
typographic or spelling errors.
Well-structured review within
the word/time limit; explicitly
identifies the key issues;
cohesive, grammatically correct
structure; very few typographic
or spelling errors. With
competent integration of
evidence, submitted to Turnitin;
original work with insignificant
matches.
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14
the word/time limit. Turnitin; originality report
detects some insignificant
matches.
Reference list is missing or
mostly incorrect. In-text
citations omitted or used
incorrectly.
The 4 elements of the APA
referencing style are present in
most reference list, (creator,
copyright date, title of work and
source).
Some attempt at appropriate in-
text citation, formatting and
punctuation has been
demonstrated.
All cited sources are included in
the reference list.
As for pass, and at least half of
the reference list and in-text
citations are correctly
formatted (Italics,
capitalisation, regular text and
spacing) and/or punctuated
(alphabetically ordered, double
spaced hanging indents, full
stops and commas correctly
positioned). In-text citations for
direct quotes include page
numbers.
As for pass, and more than half
of the reference list is correct
formatted and/or punctuated,
including complex citations or
unusual source materials.
The reference list and in-text
citations are correctly formatted
and punctuated throughout.
See the Library APA Guide and
APA style guide to electronic
references.
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A SSIGNMENT 2: R EPORT ON A CHOSEN TOPIC OF PLAY AND LEARNING
The purpose of this assignment is to develop students’ in depth knowledge of theories of play and
learning and their practical application in early childhood settings. It requires you to produce an
individual written report on how you as a future teacher would respond to a practical situation utilising
your knowledge of theories of children’s play or learning.
D UE D ATE : 28 A PRIL , 2017, 5.00 PM .
L ENGTH :1000 WORDS
A SSIGNMENT 2 D ETAILS
Choose one of the scenarios below:
1. Three-year-old Sally is playing at the play dough table with her educator. She
asks the educator to show her how to do cookies with the play dough, after
watching her friend making cookies with the play dough. Sally copies the
educator’s steps of taking a piece of play dough, rolling and flattening it into a
cookie and cutting it into shapes using the cookie cutter.
Points to cover and questions to answer in your report:
Analyse Sally’s learning in this scenario using a related theory of learning
and/or play.
If you were in the same situation, how would you respond to Sally’s request
for help and extend her learning and/or play with the play dough?
Suggest three recommendations for extending Sally’s learning and/or play
with the play dough and support your recommendations using recent
literature.
2. During free play time, Daniel enters the dramatic play kitchen area and begins
to put on the apron. Sam and Lily, who were playing in the dramatic corner,
turn around and start to laugh at Daniel by saying, “you are a boy. You should
not be cooking like a girl. Go away!”.
Points to cover and questions to answer in your report:
Analyse Sam and Lily’s ideas of gender in this scenario using a related Play
and or/learning theory.
If you were in the same situation, how would you respond to the girls’
comments?
Suggest three recommendations for promoting non-gendered play for the
girls and support your recommendations using recent literature.
Guidelines for completing Assignment 2
-Choose one of the above scenarios. Brainstorm it with your peers or on your own to understand the
nature of play/learning and theories that may help to explain the play and learning in the scenario.
-Begin with reading the two readings below to develop comprehensive knowledge of theories and to
identify the theory/theories that relates to the scenario:
Fleer, M. (2013). Classical, grand, developmental and post-developmental theories of play. In Play in the
early years (pp. 99-136). Cambridge, UK: Cambridge University Press and
MCDevitt, T.M., Ormrod, J.E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and
education. NJ: Pearson (Chapter 1).
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16
Re-read and analyse your chosen scenario to understand and explain the nature or types of play or
learning and the topics and issue/s in the scenario using a relevant theory. From this analysis, suggest
three recommendations to address the chosen issue or topic relating to children’s play or development
or learning.
Collect literature on the topic/s of play or learning in the given scenario to support your discussion,
analysis and recommendations. Refer to recent literature published in the last five years on the topic.
Refer to only text books, journal articles, research or government reports. Do not refer to non-peer
reviewed sources or general websites: Wikipedia, Parenting sites or blogs. Refer to primary sources
only. The minimum number of references that you need to refer to in this assignment are FIVE. Avoid
cross references and citations in text books as they can be outdated.
Present your discussion in a well-argued report addressing the below points:
A brief introduction to the scenario and what this report is about.
Specific answers to the questions and discussion of the ideas and issues
relating to the scenario using a related theory of children’s play or learning.
Three relevant and practical recommendations to address the issue or
problem identified for educators/ families/children or as appropriate to
these stakeholders.
Support with recent, relevant literature and theory or theories.
Present your report using appropriate levels of academic writing,
presentation, and referencing as per APA guidelines.
W HAT DO I NEED TO SUBMIT ?
Assignment 2- A Written Report on one of two scenarios or topics of play and
learning given in this Learning Guide.
S UBMISSION DETAILS
Submit a draft of your assignment (not a PDF) to Turnitin by 21 April so you
have time to review your Originality Report and edit your work.
Submit an electronic copy of your final assignment to Turnitin by 28 April
(include your reference list).
Assignments submitted after the due date and time, without an approved
extension, will be penalised 10% per day for late submission.
You must keep a copy of your assignment.
A SSESSMENT CRITERIA
Clear identification and overview of the key ideas, questions and issues
related to the chosen scenario.
Clear discussion of chosen issue/s relevant to the scenario.
Clear, relevant, and practical recommendations to address the chosen
issue/s in the scenario for educators and/or families or children.
Uses theory and academic literature to identify and discuss the ideas and
issues raised.
Presents work professionally, with clear academic writing and within the
word limit AND Uses the APA referencing style correctly for both in-text
citations and reference list.
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17
E XAMPLES OF ASSIGNMENT 2
This is a new assignment, therefore, no past exemplars/excerpts of assignments identified as a
distinction/credit/pass are not available. However, resources that can help you in completing the
assignment can be found in the assessment 2 folder on the Unit’s vUWS site.
A SSESSMENT S TANDARDS
The assessment standards outline what is expected for each of these criteria in order to pass this
assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these
standards when assessing your work and you are strongly advised to use them to self-assess prior to
submitting your assignment.
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18
Student Name Student Number Marker
/30
Assessment Standards for Report on a chosen topic of Play/development/learning- Assignment 2
Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION
0-14.7/30 15-19.2/30 19.5-22.2/30 22.5-25.2/30 25.5-30/30
1 2 3 4 5
Clear identification and
overview of the key
ideas, questions and
issues related to the
chosen scenario.
/5
No clear overview with a vague
summary of information, not all
key ideas or questions in the
chosen scenario are clearly
identified.
Clear overview with an outline
and basic discussion and answers
to all key questions of the
scenario. Clear identification of
one issue.
In addition to Pass, the
discussion and answers are
specific to the scenario.
In addition to Credit, the
discussion is highly specific,
covering diverse ideas.
In addition to Distinction, an
excellent grasp of the context
and key ideas related to the
chosen scenario.
Clear discussion of
chosen issue/s
relevant to the
scenario.
/5
The issue chosen is not
relevant to the selected
scenario. Very broad and
basic mention of an issue
without any details and
further discussion.
The issue chosen is broadly
relevant to the topic /scenario.
Basic details and discussion on
the issue.
In addition to Pass, the chosen
issue is specific and relevant.
The discussion of the chosen
topic/issue is adequate
In addition to Credit, the issue
chosen is highly relevant and the
discussion on the issue is in
depth.
In addition to Distinction, the
chosen issue is very topical, and
the discussion on the issue
covers diverse perspectives.
Clear, relevant and
practical
recommendations to
address the chosen
issue for educators or
families or children
/5
Recommendations did not
relate to the issue identified.
Three recommendations are
not proposed. They are not
clear or appropriate to
educators and/or families or
children.
Recommendations relate
broadly to the issue identified.
Three recommendations are
proposed. They are clear and
appropriate to educators and/or
families or children.
In addition to Pass,
recommendations are specific
to the issue identified and
practically applicable to
educators and or families or
children.
In addition to Credit, the
recommendations proposed
are highly relevant and specific
to the issue identified in the
topic. They are also highly
practical and applicable to
educators/and or families and
children.
In addition to Distinction,
recommendations proposed
are original, showing strong
understanding of the relevant
issue, and covers diverse
perspectives.
Uses theory and
academic literature to
identify and discuss
the ideas and issues
raised.
/5
References do not contribute to
the points being made.
Required 5 academic sources
are not used. Little or no
support from literature. No
mention of appropriate
theoretical concepts.
Reference to inappropriate
theory or misinterpretation of
theoretical concepts.
May contain some discussion
unsupported by references but 5
academic sources are used.
Some general links to theoretical
concepts.
In addition to Pass, discussion is
supported with appropriate
literature. Effectively utilises at
least 6 academic sources.
Discussion is supported by
appropriate theoretical
concepts.
In addition to Credit, discussion
is supported with highly credible
literature.
Effectively utilises up to -8
academic sources. Strong
understanding of theory/theories
demonstrated in the use of
highly relevant theoretical
concepts.
In addition to Distinction, the
discussion is led by student’s
voice along with the support with
strong support from literature.
Effectively utilises 8 or more
academic sources. Excellent
understanding of theoretical
perspectives along with a
thorough analysis and
application of theoretical
concepts.
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19
Presents work
professionally, with
clear academic writing
and within the word
limit
/5
Report lacks structure; little
evidence report has been
edited; terminology
inappropriate; frequent
spelling/ typographic errors.
Poor paraphrasing or
overreliance on quotes.
Submitted to Turnitin; originality
report detects some
insignificant matches.
Significantly below or above the
word/time limit.
Generally clear; Report, has
introduction, body and
conclusion; developed with
student’s voice; sentences
coherent and grammatically
correct; within word/time limit;
some typographic and /or spelling
errors. Some appropriate use of
evidence but needs to be better
integrated; submitted to Turnitin;
originality report detects some
insignificant matches.
Well-structured and coherent
text; effective grammatical
expression; adheres to
word/time limit; uses
appropriate terminology; minor
typographic and /or spelling
errors. Analysis well developed
with student’s voice and
supported by literature and
research.
Clear and concise structure;
strengthened by relevant
research; grammar and syntax
mostly correct; cohesive text
within word/time limit;
discriminating use of appropriate
vocabulary; few typographic or
spelling errors.
Well-structured report within the
word/time limit; explicitly
identifies the key issues;
cohesive, grammatically correct
structure; very few typographic
or spelling errors. With
competent integration of
evidence, submitted to Turnitin;
original work with insignificant
matches.
Uses the APA
referencing style
correctly for both in-
text citations and
reference list
/5
Reference list is missing or
mostly incorrect. In-text
citations omitted or used
incorrectly.
The 4 elements of the APA
referencing style are present in
most reference list, (creator,
copyright date, title of work and
source).
Some attempt at appropriate in-
text citation, formatting and
punctuation has been
demonstrated.
All cited sources are included in
the reference list.
As for pass, and at least half of
the reference list and in-text
citations are correctly formatted
(Italics, capitalisation, regular
text and spacing) and/or
punctuated (alphabetically
ordered, double spaced hanging
indents, full stops and commas
correctly positioned). In-text
citations for direct quotes
include page numbers.
As for pass, and more than half
of the reference list is correct
formatted and/or punctuated,
including complex citations or
unusual source materials.
The reference list and in-text
citations are correctly formatted
and punctuated throughout. See
the Library APA Guide and APA
style guide to electronic
references.
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A SSIGNMENT 3 C ASE STUDY ON A FOCUS CHILD ’ S PLAY
The purpose of this assignment is to help you plan for a focus child’s play by applying a case study
approach and in-depth investigation of the child’s play, developments and learning. This assignment
requires you to write an individual research report from an in-depth investigation of your focus
child’s play.
Note: You must have completed WSU’s online Child Protection Training before you begin this
assignment. Child Protection Training will be available to you from the beginning of semester. You
must complete this training before 31 March 2017.
You must obtain informed consent from the child’s parent or caregiver before commencing any
observations on a child. Permission given by other people on behalf of the parent or caregiver is not
valid and cannot be accepted. Failure to submit the Parent Consent Form may result in a fail grade.
D UE DATE : 29 M AY , 2017, 5.00 PM .
L ENGTH : 2000 WORDS ( EXCLUDING ATTACHMENTS / APPENDICES )
A SSIGNMENT 3 D ETAILS
What is a case study?
The case study method of investigation brings together a wide range of information on one child or a
specific issue, gathered through interviews, observations, test scores, work samples, artefacts and so
on. “The aim is to obtain as complete a picture as possible of that child’s psychological functioning
and the experiences that led to it” (Berk, 2006, p. 48).
The case study approach helps you to apply your recommendations specifically to your focus child.
How do I conduct a case study?
Read the example below to understand how to do a case study?
Samantha, a student in the Play unit, chose 2-year-old John as her focus child in consultation with
the child’s family. After speaking to John’s parents a few times, Samantha understood that John is
very interested in socio-dramatic play and that he is highly imaginative. She became interested to
know, if it is John’s dramatic play that is contributing to his imagination, which is currently advanced
and is beyond what is expected in his stage of development. Therefore, she wanted to investigate-
“How John’s pretend play is contributing to his imagination”. To answer this question, Samantha
collected information on a) John’s home and family contexts, his play, routines, and other
community experiences using a parent questionnaire and b) conducted five observations when he
was playing in home corner and engaged in socio-dramatic play with peers. She then analysed all
information collected from the child’s family, and her own observations to understand HOW his
socio-dramatic play was promoting his imagination and specifically analysed observations for
imagination skills. To avoid bias in her analysis, she cross-checked her analysis with related theory
and research and The Early Years Learning Framework. This analysis of the information from various
sources has helped her to find answers or explain John’s interest in socio-dramatic play and to
answer the question of how his play socio-dramatic play was promoting his imagination. From this
analysis, Samantha came up with three recommendations to further extend and support John’s
socio-dramatic play and imagination. Finally, Samantha prepared a report on her research into
John’s play and imagination and submitted it to University for marking.
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Steps in Case Study research
Step 1: Find a Focus Child
First find a focus child in the 0-12 years’ age group to complete the Case Study assignment. You can
choose the child either from
A) your network of friends or extended family or
B) from your work setting, i.e. an early childhood setting or OOSH service. Option B is available
only to students already working in an early childhood setting that caters for children from Birth-12
years. Students wanting to complete the Case study assignment in their work setting must seek
verbal approval from the Unit Coordinator and then written permission from their Supervisor in the
work setting. Attach the written permission from the supervisor to the Assignment 3.
After finding a focus child from your networks / work setting, explain and discuss the requirements
of Assignment 3 to the parent/s or caregiver/s or educators using this Learning Guide. Hand the
consent form to the parent/s or caregiver/s to seek their written approval to collect information and
to observe their child. Assure confidentiality with the information collected from them. Seek
separate permission to take photos and artefacts and to use them in your assignment. There is a
consent form on the vUWS site in the Assignment 3 folder. Parents may not consent to photos and
photos are not essential in the report. Gently remind parent/s or caregiver/s about the need to
return the consent form as soon as possible. Develop rapport and trust with the focus child and their
family or caregivers before conducting observations or collecting other information from the family.
STEP 2: Choose a specific topic and question for the Case Study Research
Choose a specific topic for your case study in consultation with the child’s parent/s or caregiver/s
and supervisor (if applicable). Some examples for the case study topics are:
Peer interactions in group play
Enhancing pretend play
Developing handedness through constructive play
Improving pronunciation through linguistic play
Scaffolding imagination through socio-dramatic play and so on.
After choosing a specific Case study topic, then come up with a specific question for the study. For
example, if you chose the topic of peer interactions in group play, your research question could be:
Why is my focus child not interacting with peers in group play and how I can extend my focus child’s
peer interactions through group play? Also, be clear with the purpose/s of the case study: Ask
questions such as why I am doing the case study and what are its purposes and what do I want to
achieve from the case study and what are its benefits for my focus child/family/educators?
PS: Choose your focus child first and then a specific topic and research question for your case study.
When selecting the topic take into account your focus child’s current strengths in
play/learning/developments, individual needs and interests as well as family’s needs and priorities
for their child’s play, development and learning.
STEP 3: Collect information needed to answer your research question
Child’s background/family information (Essential): Collect information on your focus child’s age,
culture, gender, position in the family, siblings, routines at home, and his or current play or learning
or developmental strengths, interests, needs and family’s priorities and expectations for their child’s
play/developments and so on. You can either use an interview or a questionnaire and/or daily
conversations to collect this information.
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22
PS: If you are doing this assignment in your work setting, you must first show the questions to your
supervisor/director before interviewing the parent/s or sending them a questionnaire. All students
are encouraged to bring a copy of their questionnaire to the tutorials for discussion and finalisation
in week 9 of the semester.
Complete FIVE observations (Essential)
When selecting your method/s for observations, consider running records, anecdotes, and learning
stories as they enable you to capture details of young children’s play and interactions. You can also
use photo observations but you need to ensure that you have a separate permission to take photos
of your focus child and to use them in Assignment 3. If you are using photo observation, you must
include a narrative and the context of the photo observation, as photos on their own do not tell
anything.
Observe your focus child’s play at different times of the day and in different activities to gain further
insights into your chosen topic using your chosen methods. In total, you need to have FIVE
observations. Make sure those observations are specific and relevant to your case study question. A
copy of the anecdote or narrative observation template is in the assignment 3 folder on the vUWS
site. For other types of observations e.g., learning stories you may use a different template. Try to
record as many details a possible in each observation, i.e. what the child does and says, how he or
she plays, his or her interactions with peers and caregivers, the type of play materials he or she uses
in play and so on. Also, try to take detailed notes without disrupting the child’s natural play. The
tone of writing must be positive. You must record only what you see and hear and avoid a negative
tone of writing.
PS: Avoid writing observations as summaries of your child’s activities. Collect observations on
children’ play rather than their routines such as meal and sleep times, drop off and pick-ups, unless
they are important and required to answer your research question.
Talk to the child’s educator/s (as applicable) (Essential)
Interview the child and/or collect the child’s work samples/ artefacts (Optional)
PS: You need to seek separate permission for collecting the artefacts and for taking photos of
children.
STEP 4: Analyse the information collected from families/educators and your observations
1. Five Observations
First analyse all FIVE observations to find answers for your research question. For example, if your
research question is on finding an answer to why your focus child is not interacting with peers then
the analysis of all your observations should be just on that point. For example, in your analysis you
may focus on reasons for disinterest such as limitations and issues in his/her physical, language,
socio-emotional development and learning or a mis-match in children’s play interests. Remember,
the aim of the analysis is to find an explanation or specific answers for your research question. This
analysis will help you to write the discussion in section 2. Take into account the contextual factors
and other background information such as age, gender etc. in drawing conclusions on the child’s
play, learning and development. Examples of how to document and analyse observations are
available on the unit’s vUWS site in the assignment folder. You will also get hands on practice in
documentation and interpretations in the face-to-face tutorial classes. Also read: McDevitt et al.
(2013), Chapter 2 for details on how to collect data using observation, interviews, case study and so
on.
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23
PS: The analysis of each observation should be supported by related theory or theories, research
literature and The Early Years Learning Framework (DEEWR, 2009)/My Time, Our Place (2011). It
is not enough to support your interpretations only with the EYLF outcomes.
2. Information from family/ educators/Artefacts
Similarly, analyse information collected from the child’s family/ educators/Artefacts to find
answers for your research question or explain it. Appropriately support this analysis as well with
theory, literature and EFLF outcomes.
STEP 5: Suggest Recommendations
Provide recommendations that are relevant to your focus child and his or her family and educators
to extend your focus child’s play, development and learning in the early childhood settings and to
address the issues identified in the data analysis. Avoid making broad generalisations and
judgemental comments about the family’s practices or the child’s behaviours, development, play or
learning.
Step 6: Write the Case Study Report
Write the Case Study Report and organise the contents into four sections. Include the information
listed below under each section.
Section 1 (500 words)
The aims of the Section 1 is to give an overview to the case study/ research question, introduce your
focus child and his /her family and provide information on the child’s background and provide a clear
justification for the case study.
What information to include in Section 1?
A general introduction to the case study research outlining the objectives and
purposes of the Case Study and the report.
An introduction to your focus child and details of his/her personal and family
background and family experiences and so on (age, gender, culture,
interests, play at home, daily routines, siblings, family expectations etc.).
Specific research question and justification for choosing the question, i.e. why
you chose this research question? how this research is going to benefit the
child/family/educators? Support the selection of the research
question/topic using the information collected from the family/ your
conversations with educators (if applicable), relevant theory, research
literature and/or the learning outcomes of The Early Years Learning
Framework appropriately.
Outline the structure for the case study report or what information is
presented in different sections of the report.
Section 2 (1100 words)
The purposes of this section is to explain or provide answers for the case study research question
using the analysed data collected from family, your observations, educators and artefacts.
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What information to include in section 2:
Methods used to collect data and their justification: provide an outline
of the various methods you have used to collect data for your case
study (i.e. questionnaire, observations, artefacts and so on). Clearly
justify why you chose these several methods and support your selection
with literature/references. For example, if you chose anecdotal
observations you must clearly say how and why they are suited and
important in your case study. Similarly, justify the need to collect parent
conversations or interviews /artefacts using published
literature/references.
Results of the case study and discussion of the findings of the case
study: What did your results say about the case study or what
explanation or answers you could provide for the research question
using the analysis drawn from your own observations, the child’s family
and educators, and artefacts. Support this discussion with relevant
theory, research literature and the learning outcomes of The Early Years
Learning Framework.
Section 3 (400 words)
The purposes of this section is to provide recommendations drawn from the discussion and analysis
of all data collected in the case study research.
What information to include in Section 3?
Three specific strategies or recommendations to extend your focus child’s
learning, development and play, specific to your chosen topic or research
question. Make sure those recommendations are practical and appropriate
to families, educators and specific to your focus child and the selected topic
of case study.
A general conclusion to the report outlining your key findings.
Keep to the word count specified for each section of the report. Submit the completed report with
the reference list, parent consent, and all the appendices through Turnitin as one document. If you
are using photos, make sure you convert the whole document into a pdf document for uploading, as
it is difficult to upload large word documents through Turnitin.
See page 28 of this Learning Guide for instructions on how to combine all documents into one single
file to upload through Turnitin.
Please note: Do not include details of the questionnaire, five
observations, artefacts and so on in this section. Keep those details
in the appendix.
NOTE: you do not need to plan and or implement play or learning
experiences at the home/ e.c setting
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Section 4: Appendix (No Word Count)
What information do I need to include in the Appendix?
Details of all five observations, their analysis and recommendations to
extend the focus child’s play/developments/learning and specific to the
case study topic.
A copy of the questionnaire and/or notes from informal conversations
with parent/s or caregiver/s and/or staff.
Artefacts/ children’s work samples (only if you collected these –
optional).
Parent Consent Form.
A Copy of permission form Centre Director/supervisor (applicable only
to students who completed this assignment in their work setting).
PROFESSIONAL AND ETHICAL CONDUCT OF CASE STUDY
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First and foremost, complete WSU Online Child Protection Training
before undertaking the Case Study.
Politely introduce yourself to the selected family and explain the
assignment 3 requirements and the need to choose a focus child. Seek
written permission from the selected child’s parent/s/caregiver/s to
conduct the study on their child. Take with you a copy of WSU Insurance
letter and Student Profile form.
Be Punctual and let the child’s family or the centre director know if you
are unable to visit the child/setting.
Be friendly and respectful in all communication.
Keep the information collected private and confidential and do not
identify the child/parent/home/child care setting individually. Use
pseudonyms, instead of the first and last names in writing your report.
When referring the centre, do not give its registered name/address.
Just refer to it as: the selected child care.
Dress appropriately and make sure that your clothing covers you
adequately allowing for bending down to work with children.
Turn off your mobile phone while interacting with the
child/family/educators.
Be attentive to the focus child and not engrossed in documenting
observations. Wear a WSU student name badge whilst visiting the focus
child.
o The WSU student name badge will have the student’s Given Name,
Surname & WSU logo on the first line and the words “Pre-Service
Teacher” on the second line.
o The purchase price of the WSU student name badge is $8.00 at the time
of finalising this Learning Guide.
o Please purchase your name badge from the University store either
online at: http://theuniversitystore.com.au/, or in-store at your home
campus.
Maintain your own personal health and wellbeing.
Inform the unit coordinator if there are any issues in relation to
conducting the Case study professionally and ethically as soon as they
are identified.
Take a copy of WSU’s Insurance letter and Student Profile form with
you.
In addition, students with an Academic Integration Plan and with adjustments such as
bending, lifting, back care, repetitive tasks, manual handling or in a wheel chair must
speak with The Academic Course Advisor for Professional Experience, Denise Fraser at
WSU and the unit coordinator before undertaking the Case Study. Students also need
to take adequate care and responsibility to keep themselves safe and well at all times.
Students must report any injury to The Academic Course Advisor for Professional
Experience, Denise Fraser and unit coordinator, Dr. Prathyusha Sanagavarapu as soon
as possible.
I N THE EVENT OF AN ACCIDENT
Pre-service teachers who are involved in an accident travelling to or from a setting should initially
seek appropriate medical care and follow the reporting procedures in their school. Contact should
be made with the Professional Experience Unit on (02) 4736 0262 ASAP.
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Most frequently asked questions related to this assignment
1. Do I need to analyse all FIVE observations, suggest recommendations, and support the analysis
with theory/literature/EYLF outcomes? The answer is YES. This analysis will help to provide an
explanation for your focus child’s play/developments/learning , relating to your chosen case study
topic or research question.
2. Can I do more than one observation in each visit? The answer is YES and you are in fact
encouraged to do so.
3. Do I need to include photos of my focus child in the assignment and will I lose marks if I did not
have photos? The answer is NO. Your marks are based on the content of the assignment, not the
photos.
4. How long should each observation be or what is the minimum word count for each observation?
There is no set limit on the word count or length of time to spend on each observation, but ensure
that each observation and its details are not more than 1-2 paragraphs.
5. Are observations included in the total word count? The answer is NO. The observations,
reference list and anything else included in the appendix is not counted.
6. Should I include the details of observations with the analysis, recommendations in Section 2? The
answer is NO. All observations should be included in the Appendix. The analysis that is drawn from
the observation, however, is to be used to support the discussion in section 2.
W HAT DO I NEED TO SUBMIT ?
Case Study Report
Appendices (Parent Consent form, Five observations, parent interview
and/or questionnaire; artefacts/focus child’s works/Centre Director’s or
Supervisor’s written permission (only if applicable).
S UBMISSION DETAILS
Submit a draft of your assignment (not a PDF) to Turnitin by 22 May, 2017 so you have time to
review your Originality Report and edit your work.
Submit an electronic copy of your final assignment to Turnitin by 29 May, 2017, 5.00 pm (include
your reference list). This final Turnitin copy MUST have the following attachments: Case Study
Report, Parent Consent form, Details of Five observations, Parent interview and/or
questionnaire, artefacts/focus child’s works AND. (Also, submit the Director’s Permission where
applicable).
Assignments submitted after the due date and time, without an approved extension, will be
penalised 10% per day for late submission.
You must keep a copy of your assignment.
E XAMPLES OF ASSIGNMENT 3
Past exemplars/excerpts of Case Study Reports identified as a distinction/credit/pass can be found in
the assessment folder on the Unit’s vUWS site. However, they are to be to be used as general guides
only when completing the Case Study assignment because the requirements for the Case study
assignments have changed from this year. Students in this unit are no longer required to complete
this assignment through a 10-day placement in an early childhood setting, unlike in the previous
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years. Therefore, the requirements for the Case Study assignment are different to the previous
years.
A SSESSMENT CRITERIA
Covers all the areas of the report clearly and adheres to ethical requirements,
including the submission of parent consent form and signed attendance log.
Draws on and integrates a relevant theory or theories into discussion.
Draws on and integrates academic literature into discussion.
Presents work professionally, with clear academic writing and within the
word, limit and uses APA referencing style correctly, including competently
integrating evidence.
Uses the APA referencing style correctly for both in-text citations and
reference list.
A SSESSMENT S TANDARDS
The assessment standards outline what is expected for each of these criteria in order to pass this
assignment, and to gain higher grades of credit, distinction and high distinction. All markers use
these standards when assessing your work and you are strongly advised to use them to self-assess
prior to submitting your assignment.
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Student Name Student Number Marker
/50
Assessment Standards for Case Study Assignment 3
Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION
0-24.5 25-32 32.5-37 37.5-42 42.5-50
14 18 20 23 30
Covers all areas of
the report clearly
and adheres to
ethical
requirements,
including the
submission of
parent consent
form.
/ 30
Case study research question
is not identified or answered
clearly. Data gathered from
families/ observations/centre
staff is insufficient. Limited or
no analysis of data collected;
No clear implications or
inappropriate implications.
No/unclear conclusions and
recommendations to extend
the child’s play/development
/learning. Ethical and
professional research
processes are not adhered to
Parent consent form and
signed attendance log not
submitted.
Clear identification of the
research question and clear
answers are provided to the
question. Data gathered from
families/observations/centre
staff is adequate. Basic analysis
of data collected. Conclusions
and recommendations are
proposed to extend the child’s
play/development /learning.
Professional presentation
without any bias or
unsubstantiated comments.
Ethical and professional
research processes are adhered
to. Parent consent and signed
attendance log submitted.
In addition to Pass, clear
justification for the case study
research question. Data
gathered from
observations/families
/child/staff is highly relevant and
specific to the case study
question.
Clear analysis and interpretation
of data collected.
Clear and specific conclusions
are drawn with
recommendations/implications
to extend the child’s
play/development /learning.
In addition to Credit, Critical
analysis and interpretation of
data gathered. Conclusions,
implication and
recommendations proposed
to extend the child’s
play/development /learning
are individualised and very
specific to the chosen case
study question.
In addition to Distinction,
outstanding understanding and
analysis of the research
question with evidence from
multiple sources. Critical
analysis and clear interpretation
of data gathered. Clearly drawn
implications and highly
individualised recommendations
to extend the child’s
play/development /learning and
are responsive to all families
and educators as well.
1
2 3 4 5
Draws on and
integrates a
relevant theory or
theories into
discussion
/5
Little or no mention of
appropriate theoretical
concepts.
Reference to inappropriate
theory/theories or
misinterpretation of
theoretical concepts.
Some general links to
theoretical concepts.
Demonstration of a clear
understanding and use of
theoretical concepts.
Good understanding of
theoretical concepts with
some analysis and application
of theoretical concepts.
Excellent understanding of
theoretical perspectives along
with a thorough analysis and
application of theoretical
concepts.
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Draws on and
integrate academic
literature into
discussion.
/5
In general, discussion is not
supported by literature or
references used do not
contribute to points being
made. A minimum of five
academic or credible
references are not used.
Predominant use of quotes
rather than paraphrases.
May contain some discussion
unsupported by literature
and/or references which are not
fully integrated into the
discussion. Utilises at least 5
academic or credible
references. Attempts to
paraphrase information from
other references.
Discussion is generally
supported with appropriate
literature. Effectively utilises at
least 6 academic or credible
references. Attempts to clearly
paraphrase information from
other references.
Discussion is clearly
supported with appropriate
and relevant literature.
Examples and references are
fully incorporated into the
discussion. Effectively utilises
at least-8 academic or
credible references, including
some research references.
Led by student’s voice.
Discussion is clearly supported
with appropriate and relevant
literature which is used to draw
out extra levels of analysis and
meaning. Led by student’s voice.
Examples and references are
fully integrated into the
discussion. Effectively utilises 8
or more academic or credible
references, including many
research references.
Presents work
professionally,
with clear
academic writing
and within the
word limit
/5
Report lacks structure; little
evidence report has been
edited; terminology
inappropriate; frequent
spelling/ typographic errors.
Poor paraphrasing or
overreliance on quotes.
Submitted to Turnitin;
originality report detects some
insignificant matches.
Significantly below or above the
word/time limit.
Generally clear report and has
introduction, body and
conclusion; developed with
student’s voice; sentences
coherent and grammatically
correct; within word/time limit;
some typographic and /or
spelling errors. Some appropriate
use of evidence but needs to be
better integrated; submitted to
Turnitin; originality report detects
some insignificant matches.
Well-structured and coherent
text; effective grammatical
expression; adheres to
word/time limit; uses
appropriate terminology; minor
typographic and /or spelling
errors. Analysis well developed
with student’s voice and
supported by literature and
research.
Clear and concise structure;
strengthened by relevant
research; grammar and syntax
mostly correct; cohesive text
within word/time limit;
discriminating use of
appropriate vocabulary; few
typographic or spelling errors.
Well-structured report and is
within the word/time limit;
explicitly identifies the key issues;
cohesive, grammatically correct
structure; very few typographic or
spelling errors. With competent
integration of evidence,
submitted to Turnitin; original
work with insignificant matches.
Uses the APA
referencing style
correctly for both
in-text citations
and reference list
/5
Reference list is missing or
mostly incorrect. In-text
citations omitted or used
incorrectly.
The 4 elements of the APA
referencing style are present in
most reference list, (creator,
copyright date, title of work and
source).
Some attempt at appropriate in-
text citation, formatting and
punctuation has been
demonstrated.
All cited sources are included in
the reference list.
As for pass, and at least half of
the reference list and in-text
citations are correctly formatted
(Italics, capitalisation, regular
text and spacing) and/or
punctuated (alphabetically
ordered, double spaced hanging
indents, full stops and commas
correctly positioned). In-text
citations for direct quotes
include page numbers.
As for pass, and more than half
of the reference list is correct
formatted and/or punctuated,
including complex citations or
unusual source materials.
The reference list and in-text
citations are correctly formatted
and punctuated throughout. See
the Library APA Guide and APA
style guide to electronic
references.
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A SSIGNMENT S UBMISSION D ETAILS
C OVER S HEET
When submitting your assignment through Turnitin, you do not need to submit a signed cover sheet.
You agree to the declaration on the cover sheet as part of the online submission process.
T URNITIN
Assignments must be submitted to Turnitin. Include your reference list in your submission. After the
due date Turnitin will generate an Originality Report (usually within 24-48 hours after the due date
and time).
What is Turnitin?
Turnitin is an online web-based text-matching software that identifies and reports on similarities
between documents. It is widely utilised as a tool to improve academic writing skills. Help with
Turnitin is available through the library. You will find links to video clips, FAQ and help sheets at:
http://library.westernsydney.edu.au/uws_library/guides/turnitin
Why Turnitin?
Turnitin supports the development of your academic writing and referencing skills. You will find the
Turnitin Originality Check useful for editing your paper and avoiding inappropriate use of other's
work and plagiarism. Students in the past have found it has helped them refine their skills; however,
you do need to provide yourself with enough time to consider the Originality Report and to edit your
work.
Special instructions on how to insert the Parent Consent form and signed Attendance Log to the Case Study
Turnitin assignment.
Follow the steps below to combine MSWord and PDF documents so that you can create one single
file to submit through Turnitin:
Remember to submit your assignment one week
prior to the due date to give yourself time to
check referencing through Turnitin.
Originality Check Reports may take 24 hours or
longer to be returned, usually longer closer to
the due date, therefore do not leave this
important step to the last minute.
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1. Scan the Parent and/or Director consent form to PDF (this renders it a smaller
file so that when it is turned into an image it is smaller also).
2. Save as 'image' JPG.
3. Open the destination Word document (your assignment ) and place cursor
where inserted JPG is to go.
4. Go to 'Insert' in the options at the top of the screen and down to photo
5. Choose 'Picture from file'.
6. Using the file directory, locate the image to be inserted and click on it.
7. Picture will now be embedded into the MS Word document – Click save.
8. Go to 'Insert' in the options at the top of the screen and down to photo
9. Choose 'Picture from file'.
10. Using the file directory, locate the image to be inserted and click on it.
11. Combined image will be created from the original PDF that was saved as a JPEG)
– Click save.
E XTENSION OF A SSESSMENT D UE D ATE
If you need to apply for an extension of time to complete an assessment task, then please contact
the Unit Coordinator with a Request for Extension form, which is available from the WSU website or
Student Central. Where special consideration is sought for misadventure or extenuating
circumstances during a teaching period, you should complete a Special Consideration online
application, which will be processed by the Unit Coordinator.
You may apply for an Extension up to two days after the assignment is due. Applications must be
submitted no later than 5.00pm on the second working day after the due date of the assessment
task. If the extension is not approved late penalties will apply. You will need to provide documentary
evidence to explain your situation when requesting an assignment extension (e.g. a medical
certificate or letter from a counsellor). An extension will not be granted if you have not provided this
evidence. You may be asked to show evidence that you have completed a draft of your assignment.
L ATE S UBMISSION OF A SSIGNMENTS
A student who submits an assessment late without approval for an extension will be penalised by
10% per day up to 10 days, i.e., marks equal to 10% of the assignment’s weight will be deducted as a
“flat rate” from the mark awarded. For example, for an assignment that has a possible highest mark
of 50, the student’s awarded mark will have 5 marks deducted for each late day; Saturday and
Sunday each count as one day. Assessments will not be accepted after the marked assessment task
has been returned to students who submitted the task on time.
R ETURN OF A SSIGNMENTS
Your marks and feedback on your assignments will be available on the unit’s vUWS site as
assignments in this unit are marked online.
L EARNING R ESOURCES
P RESCRIBED T EXT
Australian Curriculum, Health and Physical Education, Retrieved from
http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1
Fleer, M. (2013). Play in the early years. Australia: Cambridge University Press.
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E SSENTIAL R EADINGS
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in
Schedule for chapters to read.
Department of Education, Employment, Employment and Workplace Relations. (2009). Belonging,
being and becoming: The early years learning framework for Australia. Canberra, Australia:
Commonwealth of Australia.
Department of Education, Employment, Employment and Workplace Relations. (2011). My Time,
Our Place. Framework for school age care in Australia. Canberra, Australia: Commonwealth
of Australia.
Fleer, M. (2013). Play in the early years. Australia: Cambridge University Press.
Gupta, A. (2009). Vygotskian perspectives on using dramatic play to enhance children's development
and balance creativity with structure in the early childhood classroom. Early Child
Development and Care, 179(8), 1041-1054.
Irby, B. J., & Brown, G. (2011). Gender and early learning environments. Charlotte, NC: Information
Age Pub.
Maynard, T., & Waters, J.(Eds.) (2014). Exploring outdoor play in the early years. Maidenhead,
England: Open University Press.
MCDevitt, T.M., Ormrod, J.E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and
education. NJ: Pearson:
McLachlan, C., Fleer, M., & Edwards, S. (2013). Early childhood curriculum (2nd ed.). Cambridge,
England: Cambridge University Press Cambridge University Press.
Palaiologou, I. (2016). Teachers’ dispositions towards the role of digital devices in play-based
pedagogy in early childhood education Early Years, 36 (3), Pages: 305-321 | DOI:
10.1080/09575146.2016.1174816
R ECOMMENDED R EADINGS
American Psychological Association, (2010). Publication manual of the American Psychological
Association. (6th ed.). Washington, D.C.: Author. There is a link on the library page.
Board of Studies NSW, (2007). Personal Development, Health and Physical Education (PDHPE)
syllabus K-6. Retrieved from http://k6.boardofstudies.nsw.edu.au/go/personal-
development-health-and-physical-education-pdhpe
Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. Retrieved from
http://site.ebrary.com
Frost, J. L., Wortham, S. C., & Reifel, S. (2012). Play and child development (4th ed.). Boston, MA:
Pearson.
Gronlund, G. (2010). Developmentally appropriate play: Guiding young children to a higher level.
Retrieved from http://ebookcentral.proquest.com/lib/UWSAU/detail.action?docID=927903
Hughes, A. M. (2015). Developing play for the under 3s: The treasure basket and heuristic play (3rd
ed.). Retrieved from http://ebookcentral.proquest.com
Museum Victoria: Play & folklore: http://www.museum.vic.gov.au/playfolklore .
Pellegrini, A. D., Hoch, J., & Symons, F. J. (2013). Observing children in their natural worlds: A
methodological primer (3rd ed.). New York, NY: Psychology Press.
Rogers, S. (2011). Rethinking play and pedagogy in early childhood education concepts, contexts and
cultures. Retrieved from http://ebookcentral.proquest.com/
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Shonkoff, J. P. (2010). Building a new biodevelopmental framework to guide the future of early
childhood policy. Child Development, 81(1), 357-367.
K EY W EBLINKS
There is a comprehensive range of helpful web links on vUWS.
A CADEMIC LITERACY SUPPORT FOR ASSIGNMENT PREPARATION
FINDING INFORMATION AND REFERENCING
The Western Sydney University Library website provides a number of online resources that will assist
you when completing your assignments. It is recommended you complete at least the first two
online modules if you have not already done so.
Make use of the library staff and the School of Education Liaison Librarian – they are there to
help you. Have you tried the online librarian? You can chat with a librarian from home. This facility
can be accessed from the library home page.
A CADEMIC WRITING
The School of Education ‘Effective Communication at University’ vUWS site includes a folder titled
Academic Writing, which contains a comprehensive Academic Writing Guide. This resource is divided
into 12 chapters, including: understanding the task, reading and note-taking, essay writing, features
of academic writing, academic argument and using evidence, and grammar in academic writing
The past exemplars/excerpts of assignments that are provided on this Unit’s vUWS site are also
valuable in terms of understanding the expectations of your assignments. Additionally, the marking
rubrics provide guidance for writing your assignments and it is important that, as you write, you
consistently check your assignments against the criteria and standards.
The Library Study Smart website (www.westernsydney.edu.au/studysmart) provides support for
academic writing and reading, critical thinking, academic integrity, exams, numeracy, and using
Successful Searching http://library.westernsydney.edu.au/uws_library/guides/online-tutorials
Arts Information Basics http://library.westernsydney.edu.au/main/module1-the-search-strategy
Online librarian: Chat
with a librarian from
home
http://library.westernsydney.edu.au/main/
Referencing: You are expected to use the APA style. The library provides a range of citing resources.
APA Referencing Style
Guide
http://library.westernsydney.edu.au/main/sites/default/files/cite_APA.pdf
APA Central http://apastylecentral.apa.org.ezproxy.uws.edu.au/#/
I-Cite https://library.westernsydney.edu.au/main/guides/referencing-
citation/i%3aCite
APA Frequently Asked
Questions
http://www.apastyle.org/learn/faqs/index.aspx
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technology to support your learning. You can also find the Library Study Smart vUWS site in your My
vUWS unit list.
The Library Study Smart service also includes Study Smart Advisors who are available in all campus
libraries to help you with your academic writing. Check the Study Smart Advisor hours:
http://library.westernsydney.edu.au/main/services/study_smart/location_time , and drop into your
campus library for a 30-minute consultation.
If a Study Smart Advisor is not available or you are not on campus, you can chat with an experienced
tutor online via the YourTutor service. Look for the YourTutor link in the left hand menu of any of
your unit vUWS sites.
Peer Assisted Study Sessions (PASS) is a free and voluntary student centred learning program offered
face to face or online. In PASS you will meet and work collaboratively with other students from your
unit to understand the unit content and develop study strategies to help improve your academic
performance. See www.westernsydney.edu.au/pass for timetable information.
N UMERACY
In your program vUWS site you will find a folder titled School of Education Numeracy Support. In this
site, you will find resources designed to assist you with preparation for the Numeracy Assessment
Task.
For ongoing numeracy support, you may also access further learning materials from the
Mathematics Education Support Hub (MESH) (http://westernsydney.edu.au/mesh/mesh) or their
vUWS site at
http://ceam.uws.edu.au/cgi-bin/auth/auto-register.pl?st2_ssd_improvemaths_2012_1
Y OU AND T HIS U NIT
A TTENDANCE
On-campus sessions are designed to scaffold your learning and assist you to complete your
assessment tasks. You should endeavour to attend all scheduled classes. If there is a legitimate
reason for an absence, then the tutor should be emailed as a courtesy to explain the absence.
Attendance rolls will be taken to verify attendance.
Why attend the on-campus sessions?
Your learning is enhanced.
Your learning is scaffolded to assist you to complete assessment tasks.
You can get better marks because you know what is required in assignments.
You have the opportunity to ask questions and clarify your understandings.
You get to know your lecturers and they you.
You get to know your fellow students, allowing you to form support and study groups.
B LENDED L EARNING
This unit uses Flipped Classrooms- a blended approach to enable you, as an independent learner, to
engage with the key concepts and content in your own time and at your own pace. Your
engagement with the online materials, and independent study, is essential in addition to attendance
at on campus tutorials for your successful completion of this unit.
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W HAT IS EXPECTED OF YOU AND WHAT YOU CAN EXPECT FROM STAFF AT WSU
S TUDENT RESPONSIBILITIES AND CONDUCT
Student
Responsibilities
Familiarise yourself with University policies on assessment and examinations.
Familiarise yourself with the Inherent Requirements for your course:
http://www.uws.edu.au/ir/inherent_requirements/
inherent_requirements_for_teaching_courses_postgraduate
Ensure that you understand the requirements, including timetables, for examinations and
other assessments tasks.
Access the unit vUWS site at least weekly for learning activities, resources, information
discussions and assignment submission.
Ensure you read and understand the assessment requirements and note the submission dates,
and seek assistance from the lecturer and/or unit coordinator when needed.
Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon as possible prior
to, or at the beginning of, the semester to have special requirements accommodated.
Submit your own individual and unassisted assessment work, except as otherwise permitted.
Cheating, plagiarism, fabrication or falsification of data will be severely dealt with.
Behave ethically and appropriately, avoiding any action or behaviour, which would unfairly
disadvantage or advantage another student. Where group work is assigned, ensure that every
group member has the opportunity to contribute in a meaningful way to the assignment.
Allocate time for independent study when it suits you during each week to complete your
readings, research and assignment preparation. It is expected you will have completed the
nominated readings and any other required preparation prior to the on-campus tutorials.
Student Conduct
and Behaviour
Attend all on-campus sessions and complete all online activities– failure to attend is often the
main cause for low final grades.
Respect the needs of other students who are participating in any class activities.
Pay attention in lectures and tutorials – these provide key information for all examinable
material.
Do not use mobile phones to surf the web or check emails during the lecture and tutorials and
do not have ongoing conversations with fellow students during the lecture or if another
student is presenting work in the tutorials.
Use vUWS discussion boards constructively – they are there for interaction between the
students and between teaching staff and the students. Unfounded criticisms will be removed
from the relevant discussion board.
If you have a concern about this unit, other students or teaching staff, contact your Unit
lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the
unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are
advised to contact the Director of Academic Program responsible for the unit. Please note the
Director of Academic Program may refer your concern to a delegate to review and to respond
to you. The University also has a Complaints Resolution Unit (see link below). Staff in that unit
can provide you with advice on addressing your concerns within the School and, in some
circumstances, they may undertake an investigation. Concerns must be raised with the
Complaints Resolution Unit within a six-month timeframe.
http://www.uws.edu.au/about_uws/uws/governance/complaints_management_and_re
solution
1 0 2 1 0 4 T H E O R I I N G P L A Y 1 H / A U T U M N 2 0 1 7
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W HAT YOU EXPECT FROM THE TEACHING TEAM
Staff
Responsibilities
Assess students' work fairly, objectively and consistently and when in doubt consult initially
with the Unit Coordinator, the Academic Course Advisor or the Director of Academic Program.
Provide students with appropriate, helpful and explanatory feedback on all work submitted
for assessment.
Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and
School of Education 教育学 assignment 代写
examinations for students with special requirements and to seek assistance from the Disability
Advisor and Counsellor where appropriate and needed.
Ensure deadlines for the submission of examination papers to the Academic Registrar are met.
Immediately report to the unit coordinator any instances of student cheating, collusion and/or
plagiarism.
L INKS TO K EY P OLICIES AND S TUDENT I NFORMATION
Refer to this web site for relevant WSU policies: http://policies.uws.edu.au/students.php
S TUDENT MISCONDUCT
Misconduct refers to plagiarism, cheating, collusion and other listed misconduct for which serious
penalties potentially apply. It also includes, but is not limited to, the harassment, abuse and
vilification of a member of the University directly or by other means of communication; the
unreasonable disruption of staff or students or other WSU members from undertaking their normal
activities at the University; a failure to follow reasonable directions of an employee of the University;
or behaviour that is inappropriate in an activity.
Read the disclaimer before you upload your assignment to Turnitin for online submission. By
doing this you agree to the following:
I hold a copy of this assignment if the original is lost or damaged.
I hereby certify that no part of this assignment or product has been copied from any other
student’s work or from any other source except where due acknowledgement is made in
the assignment.
I hereby certify that no part of this assignment or product has been submitted by me in
another (previous or current) assessment, except where appropriately referenced, and
with prior permission from the Lecturer/Tutor/ Unit Co-ordinator for this unit.
No part of the assignment/product has been written/ produced for me by any other person
except where collaboration has been authorised by the Lecturer/Tutor/Unit Co-ordinator
concerned.
I am aware that this work will be reproduced and submitted to plagiarism detection
software programs for the purpose of detecting possible plagiarism (which may retain a
copy on its database for future plagiarism checking).
School of Education 教育学 assignment 代写
