EC502 Language and Literacy in the Early Years Assessment 3 Brief Sem2 2025
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Assessment Title/Type |
Assessment 3- Group assessment – Multimodal presentation |
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Due Date |
Week 10 prepare for presentation in class; Week 12 presentation in class |
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Weighting |
30% |
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Assessment Overview |
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Unit Learning Outcomes Addressed |
1, 2, 3, 5 |
EC502 Assessment Objective
Assessment 3: Planning for learning and development – Multimodal presentation including an invigilated stage. Working in 2-3 students per group (no more than 3), preservice teacher will complete the following:
Stage 1: use the texts and readings for this unit, to analyse an allocated case study to assess the focus child’s communication and literacy development. (N. B. case studies will include Indigenous case studies) Justify potential next steps of learning and development.
Stage 2: plan 3 experiences per case study to support the selected next steps for the focus child. As part of the multimodal presentation, identify the child’s level of communication and literacy development, and for each experience, clearly identify the intended learning outcome/s, resources and organisational processes and what the educator and child/ren will do.
Equivalent to 1500 words each.
Invigilated in Week 10 (Stage1) and presented in small groups in Week 12 (Stage 2)
Working in groups, pre-service teachers will complete the following:
Stage 1: use the texts and readings for this Unit, to analyse an allocated case study to assess the focus child’s communication and literacy development (ULO1, ULO2, ULO5). Justify potential next steps of learning and development (ULO5).
Stage 2: plan 3 experiences to support the selected next steps for the focus child (ULO3; ULO5). For each experience, identify the intended learning outcome/s, resources and organisational processes and what the educator and child/ren will do.
Instructions to Students
There are two parts to this assignment. You are required to
a)Assessment Part A: Students will work in a group of 2-3 to complete a stage 1 of a presentation in class within one hour and a half. This task encourages students to use the texts and readings for this unit, to analyse an allocated case study to assess the focus child’s communication and literacy development. (N. B. case studies will include Indigenous case studies) Justify potential next steps of learning and development. Students are expected to create three case studies to prepare for three supporting plans in stage 2 of this assignment.
b)Assessment Part B: Complete stage 2 of a presentation that provides plan 3 experiences to support the selected next steps for the focus child. As part of the multimodal presentation, identify the child’s level of communication and literacy development, and for each experience, clearly identify the intended learning outcome/s, resources and organisational processes and what the educator and child/ren will do.
Each supporting plan will be equivalent to 1500 words.
Draft Presentation: Students are required to complete the task in class (within 1 hour and a half) upload this Draft Presentation to discussion forum in week 10. Final Presentation: Students are required to present the completed presentation as a PowerPoint by Week 12 and they are required to submitted in discussion forum before the class starts in week 12
Submission Guidelines
No formal CIHE cover sheet is required. Instead, your name, student ID and group number must appear at the beginning of your report. This assessment must be submitted to Turnitin. Login to your Turnitin account, locate and click on the assignment submission link, carefully review the instructions, and then submit your assessment.
If you need to apply for an extension, please email the Unit Coordinator Dr. Thi Thao Vu: thao.vu@cihe.edu.au to explain the circumstances and attach all necessary supporting documentation.
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Plagiarism and Academic Integrity This section MUST remain as it is (Do not make any changes) |
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At CIHE, we take academic integrity seriously and expect all students to maintain the highest standards of honesty and ethical behaviour in their academic work. As a student, it is your responsibility to ensure that all your academic endeavors are conducted with integrity and in accordance with the principles of honesty, fairness, and respect for intellectual property. Please refer to “CIHE Student Academic Integrity and Honesty Policy” in the Moodle for details. |
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Late Submission Policy |
Requests for extensions will be granted only for exceptional circumstances that are supported by credible evidence. Duration of the extension period is maximum 5 days. Late submissions are subject to 10% reduction in marks for each day of delay. Submissions after the extended date will not be marked. |
Case Study 1: Ella Name: Ethan Age: 4 years
Language: English
Background: Ethan has been at the Happy Childcare Center in the Blue Mountains, NSW, for three months. He lives with her parents, both of whom speak only English at home.
Ethan has a limited vocabulary for his age, and he struggles to form complete sentences. While he can understand most instructions and follow simple commands, such as “go get the ball,” he has difficulty expressing himself verbally. For example, when he wants to ask for something, he may point or use gestures instead of speaking, and when he tries to talk, his speech is often unclear. Ethan’s parents report that he also struggles with pronouns and expressing his ideas.
In the classroom, Ethan tends to be quieter compared to his peers and may avoid situations where he is required to speak, often relying on non-verbal communication like nodding or shaking his head. Despite his difficulties, Ethan is a bright and curious child, enjoying activities such as drawing and puzzles.
Case Study 2: Mee
Name: Mee Age: 3.5 years
Language: Korean (home language), English (second language)
Background: Mee was born in Korea and moved with her family to NSW at the age of 2. At home, she only uses Korean to communicate with family members. She joined Happy Childcare center at the age of 2.5, and her grandmother drops and picks her up every day. Her grandmother speaks Korean only.
Details: Mee is learning to communicate in English but prefers speaking Korean at home with her family. In class, he can understand basic English instructions and uses simple phrases such as “Can I play?” or “I want this.”. Sometimes, she occasionally struggles with expressing more complex ideas in English, especially when in group settings.
Case Study 3: Maya
Name: Maya Age: 5 years
Language: English, Traditional Aboriginal Language (Gundangara)
Background: Maya is a 5-year-old Aboriginal child attending kindergarten in the Blue Mountains, NSW. She is part of the Gundungura community and speaks both English and her family’s traditional language, which is passed down through oral traditions in her family. She has been in Happy Childcare center at the age of 2.
Maya is a confident child who fluently switches between English and her traditional language, depending on the context. She enjoys sharing stories with her peers, both in English and her traditional language. Maya often teaches her friends simple words from her culture, such as greetings in her Aboriginal language, and enjoys singing traditional songs.
EC502 Assessment 3 – Rubric (The score will be calculated in 30 score- 30%)
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Criteria in details |
High Distinction 85-100 |
Distinction (D) 71-84 |
Credit (C) 65-70 |
Pass (P) 50-64 |
Fail (F) 0-49 |
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Assessment part A (Total 10%) |
1.Use the texts and readings for this unit, to analyse an allocated case study to assess the focus child’s communication and literacy development. (N. B. case studies will include Indigenous case studies) Justify potential next steps of learning and development.) (9%) |
Excellent analyse an allocated case study to assess the focus child’s communication and literacy development and provide detail potential next steps of learning and development. |
Proficient analyse an allocated case study to assess the focus child’s communication and literacy development and provide appropriate potential next steps of learning and development. |
Above Adequate analyse an allocated case study to assess the focus child’s communication and literacy development and provide some potential next steps of learning and development. |
Basic analyse an allocated case study to assess the focus child’s communication and literacy development and provide basic potential next steps of learning and development. |
Unsatisfactory / Limited analyse an allocated case study to assess the focus child’s communication and literacy development and do not provide potential next steps of learning and development. |
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2.Organization, presentation, and adherence to assignment requirements for a Draft poster (0.5%) |
Excellent organisation, presentation, and adherence to assignment requirements. Professionally presented, highly structured. |
Good organisation, presentation, and adherence to assignment requirements |
Above average organisation, presentation, and adherence to assignment requirements |
Satisfactory organisation, presentation, and adherence to assignment requirements. |
Unsatisfactory organisation, presentation, and adherence to assignment requirements. |
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3. Academic literacy, including correct spelling, grammar, punctuation, referencing, and reference list (APA 7 format) for Draft poster (0.5%) |
Excellent academic literacy with no spelling, grammar, or punctuation errors; excellent adherence to referencing protocols. |
Good academic literacy with minimal spelling, grammar, or punctuation errors; good adherence to referencing protocols. |
Above average academic literacy with few spelling, grammar, or punctuation errors; above average adherence to referencing protocols |
Satisfactory academic literacy with some spelling, grammar, or punctuation errors; satisfactory adherence to referencing protocols. |
Unsatisfactory academic literacy with numerous spelling, grammar, or punctuation errors; unsatisfactory adherence to referencing protocols. |
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Assessment part B- a final poster (Total 20%) |
4. Case study 1: plan 3 experiences to support the selected next steps for the focus child. As part of the multimodal presentation, identify the child’s level of communication and literacy development, and for each experience, clearly identify the intended learning outcome/s, resources and organisational processes and what the educator and child/ren will do. (5%) |
Excellent analysing case study identifies in detail the child’s level of communication and literacy development with specific intended learning outcome/s, resources and organizational processes and what the educator and child/ren will do. Detailed examples are provided. |
Proficient analysing case study identifies in the child’s level of communication and literacy development with clear intended learning outcomes/s, resources and organizational processes and what the educator and child/ren will do. Appropriate examples are provided. |
Above Adequate analysing case study identifies in the child’s level of communication and literacy development with intended learning outcome/s, resources and organizational processes and what the educator and child/ren will do. Some examples are provided. |
Basic analysing case study that identifies in the child’s level of communication and literacy development with basic intended learning outcomes/s, resources and organizational processes and what the educator and child/ren will do. |
Unsatisfactory / Limited analysing case study identifies in the child’s level of communication and literacy development with unclear intended learning outcome/s, resources and organizational processes and what the educator and child/ren will do. |
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5. Case study 2: : plan 3 experiences to support the selected next steps for the focus child. As part of the multimodal presentation, identify the child’s level of communication and literacy development, and for each experience, clearly identify the intended learning outcome/s, resources and organisational processes and what the educator and child/ren will do. (5%) |
Excellent analysing case study identifies in detail the child’s level of communication and literacy development with specific intended learning outcome/s, resources and organizational processes and what the educator and child/ren will do. Detailed examples are provided. |
Proficient analysing case study identifies in the child’s level of communication and literacy development with clear intended learning outcomes/s, resources and organizational processes and what the educator and child/ren will do. Appropriate examples are provided. |
Above Adequate analysing case study identifies in the child’s level of communication and literacy development with intended learning outcome/s, resources and organizational processes and what the educator and child/ren will do. Some examples are provided. |
Basic analysing case study that identifies in the child’s level of communication and literacy development with basic intended learning outcomes/s, resources and organizational processes and what the educator and child/ren will do. |
Unsatisfactory / Limited analysing case study identifies in the child’s level of communication and literacy development with unclear intended learning outcome/s, resources and organizational processes and what the educator and child/ren will do. |
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6. Case study 3- : plan 3 experiences to support the selected next steps for the focus child. As part of the multimodal presentation, identify the child’s level of communication and literacy development, and for each experience, clearly identify the intended learning outcome/s, resources and organisational processes and what the educator and child/ren will do. (5%). |
Excellent analysing case study identifies in detail the child’s level of communication and literacy development with specific intended learning outcome/s, resources and organizational processes and what the educator and child/ren will do. Detailed examples are provided. |
Proficient analysing case study identifies in the child’s level of communication and literacy development with clear intended learning outcomes/s, resources and organizational processes and what the educator and child/ren will do. Appropriate examples are provided. |
Above Adequate analysing case study identifies in the child’s level of communication and literacy development with intended learning outcome/s, resources and organizational processes and what the educator and child/ren will do. Some examples are provided. |
Basic analysing case study that identifies in the child’s level of communication and literacy development with basic intended learning outcomes/s, resources and organizational processes and what the educator and child/ren will do. |
Unsatisfactory / Limited analysing case study identifies in the child’s level of communication and literacy development with unclear intended learning outcome/s, resources and organizational processes and what the educator and child/ren will do. |
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7.Organization, presentation, and adherence to assignment requirements for a final poster (2.5%) |
Excellent organisation, presentation, and adherence to assignment requirements. Professionally presented, highly structured. |
Good organisation, presentation, and adherence to assignment requirements |
Above average organisation, presentation, and adherence to assignment requirements |
Satisfactory organisation, presentation, and adherence to assignment requirements. |
Unsatisfactory organisation, presentation, and adherence to assignment requirements. |
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8. Academic literacy, including |
Excellent |
Good academic |
Above average |
Satisfactory |
Unsatisfactory |
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correct spelling, grammar, |
academic |
literacy with |
academic |
academic |
academic |
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punctuation, referencing, and |
literacy with no |
minimal |
literacy with |
literacy with |
literacy with |
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reference list (APA 7 format) for a |
spelling, |
spelling, |
few spelling, |
some spelling, |
numerous |
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final poster (2.5%) |
grammar, or |
grammar, or |
grammar, or |
grammar, or |
spelling, |
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punctuation |
punctuation |
punctuation |
punctuation |
grammar, or |
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errors; |
errors; good |
errors; above |
errors; |
punctuation |
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excellent |
adherence to |
average |
satisfactory |
errors; |
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adherence to |
referencing |
adherence to |
adherence to |
unsatisfactory |
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referencing |
protocols. |
referencing |
referencing |
adherence to |
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protocols. |
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protocols |
protocols. |
referencing |