TCHR2003: Curriculum Studies in Early Childhood Education
Summary Title
Assessment 1 Type
Critical Review Due Date
Friday, This Week AEST/AEDT (end of Week 3) Length
1500 words Weighting
50% Submission
Word document submitted to Turnitin Unit Learning Outcomes
This assessment task maps to the following ULOs:
ULO1: describe and justify curriculum in early childhood education and care services.
ULO2: understand and demonstrate conceptual knowledge related to key learning areas for children from birth to five years.
ULO3: argue, with reference to the literature, how curriculum key learning areas can be applied to support children’s learning. ULO4: create and analyse learning environments of curriculum key learning areas for children’s development and learning explain the role of the early
childhood educator
Rationale
This unit develops conceptual knowledge of the holistic approach to curriculum in the early childhood setting. There is a focus on an integrated and holistic approach of learning domains for children aged from birth to five years. Students develop children’s conceptual knowledge of these domains, with links made to the Early Years Learning Framework V2.0 [EYLF V2.0] (AGDE, 2022), National Quality Standard [NQS] (ACECQA, 2018) theory and literature.
Task Description
Assessment 1 invites you to step into the role of a curriculum architect for a new early childhood service, “Southern Cross Early Learning”. The task requires you to demonstrate your understanding of how to design a vibrant and engaging curriculum and learning environment for children aged birth to five, drawing on your understanding of play-based learning as described in the Early Years Learning Framework V2.0 and the National Quality Standard. This task encourages you to critically analyse your curriculum choices, provide justification based on theoretical perspectives, and ensure that learning areas and experiences foster holistic child development. The importance of aligning theory, curriculum standards, and practical pedagogical decisions in early childhood education are emphasised.
You must use the template for this assignment:
Task Instructions
Use the template (including the cover page) provided in the Assessment 1 folder on the TCHR2003 Blackboard Site.
In this task, you are the curriculum architect for a brand-new early childhood centre: “Southern Cross Early Learning Centre”. You will unleash your creativity and expertise to develop a vibrant, engaging curriculum and design learning spaces that inspire curiosity, wonder, and development for children
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aged birth to five. This project allows you to step into the shoes of an early childhood educator, crafting unique learning areas while grounding your ideas in research and evidence-based practices.
Part 1. Explaining curriculum (500 words)
For this section you are required to take on the role of an early childhood teacher. You must write a statement for the service’s Educational Leader that explains your vision for curriculum at your service. This should demonstrate your understanding of what curriculum is in early childhood and what makes it high quality.
This should include the following:

• Curriculum definition: Describe what “curriculum” means in early childhood education
• Curriculum vision. Explain how the service can incorporate play-based learning, and the approaches that can be used – Include a scenario as an example to illustrate your point.
• Justification: Share how a child-centred curriculum benefits children, educators, and families – Include examples that show how curriculum can be adjusted to support each child’s learning and development
  Links to the Early Years Learning Framework V2.0 [EYLF V2.0] (AGDE, 2022), National Quality Standard [NQS] (ACECQA, 2018) theory and literature must be used to support your ideas in Part 1.
  Part 2. Creating learning environments (1000 words)
  Use the templates to describe TWO learning environments (ONE indoor and ONE outdoor learning environment) at “Southern Cross Early Learning Centre”. Each learning environment should be 500 words
  The learning environments should include a focus on the domains of mathematics, science and technology.
  You are required to demonstrate how each environment supports integrated learning across TWO of the following developmental domains:
• Physical development
• Cognitive development
• Social and emotional learning
• Language and communication
• Cognitive development
  The template sections for your environment are as follows:
  Description: Describe the physical layout and resources you will include in the learning environment (e.g., furniture, materials, displays). Clearly provide examples of resources that can be found in the learning environment. Explain how these will include experience that support mathematical and scientific thinking, and the use of technology as a resource.
  Justification: Explain how the resources and experiences in the learning environment support TWO developmental domains. Make direct links to theory and relevant literature
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  Analysis: Discuss how your environment aligns with EYLF v2.0 definition of ‘curriculum”. Reflect on the strengths of the resources and experiences in your environment. You could consider aspects of the EYLF v2.0 such as such as play-based learning and intentionality, responsiveness to children, accessibility, diversity or cultural sensitivity. In this section you must make TWO clear connections to the NQS Quality Areas and Elements and TWO clear connections to EYLF v2.0 Principles, Practices or Outcomes. The discussion should also include reference to academic literature/ research or other scholarly sources.
  Part 3: Referencing
  You must include a reference list at the end of assignment. Please follow these requirements:
• APA 7th edition referencing style
• You must include the EYLF v2.0 and the NQS in your reference list
• You must include a range of other academic and professional sources that relate to the developmental domains you have chosen, mathematical and scientific thinking and learning in early childhood, and using technology as a resource in early childhood.
• A minimum of 10 (ten) academic sources are to be included in the reference list
  Resources
  National Quality Standard Quality https://www.acecqa.gov.au/nqf/national-quality-standard
  Early Years Learning Framework V2.0 https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
  Unit materials to support your submission
  The unit workshops will feature guest speakers and will support you to break down the requirements of the assessment task. Ensure that you either attend these live or watch the recordings as these will set you up for success.
  An example of a completed task can be found in the Assessment task folder on the unit Blackboard sire and will be addressed in workshops.
  Suggested readings: Module 1:
  Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2025). Programming and planning in early childhood settings. Cengage Learning Australia.
  McLachlan, C., Fleer, M., & Edwards, S. (2018). Early Childhood Curriculum: Planning, Assessment, and Implementation (2nd ed.). Cambridge University Press.
  Module 2:
  Blaise, M., Edwards, S., & Brooker, L. (2014). Theoretical perspectives on play and learning. 10.4135/9781473907850
  Boyd, W., Green, N. & Jovanovic, J. (2021). Learning and Teaching in early childhood: Pedagogies of inquiry and relationships. Cambridge University Press.
  Fleer, M. (2021). Play in the Early Years. Cambridge University Press.
  Taylor, M.E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal. 48, 127–133.
  Module 3
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  McLachlan, C., Fleer, M., Edwards, S. (2013). Content knowledge: The sciences, maths and numeracy. [online]. pp.141-160) Chapter 9
  Referencing Style Resource
  About APA 7th – APA 7th Referencing Guide – Library guides at Southern Cross University
  (scu.edu.au)
  Task Submission
  Assessment 1 should be submitted using Turnitin in the Assessments Tasks & Submission section of the Blackboard TCHR2003 site.
  You must label your submission with your surname and initials and the Assessment Task’s name. You must label your submission with your surname and initials and the assessment task’s name, e.g.: JSmith_TCHR2003 Assessment 1.docx
• You are strongly advised to undertake your own SIMILARITY CHECK via Turnitin, PRIOR to the due date, to identify and resolve any academic integrity issues prior to submitting – see SCU Academic Integrity and Turnitin. You can submit up to three times and receive the similarity match report immediately – after three attempts, you will need to wait 24 hours.
• It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time.
• Turnitin does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assignment file.
• If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them, so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.
  Please note that re-submissions for the assessment tasks for this unit are not permitted as per SCU policy.
  Academic Integrity
  At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
  The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
  For this task:
  GenAI May be Used
  Generative Artificial Intelligence (GenAI) tools, such as Grammarly, may be used for this Assessment Task. If you use GenAI tools, you must use these ethically and acknowledge their use. To find out how
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  to reference GenAI in your work consult the referencing style for your unit via SCU Library referencing guides. If you are not sure how to, or how much you can use GenAI tools in your studies, contact your Unit Assessor. If you use GenAI tools without acknowledgment it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3
  Please ensure you write in your own words and provide appropriate references (APA 7). Then, to further refine your assessment you are allowed to use AI tools such as Grammarly and Copilot to check your grammar, spelling and punctuation, however, you must acknowledge that you have used AI for this purpose and provide relevant evidence (e.g., screen shots) in an appendix.
  In line with SCU policy you have the right to appeal against the Academic Integrity Officer’s academic misconduct determination to the Executive Dean, with that determination being final and conclusive and not subject to further Appeal within the University. Students are not able to appeal against academic misconduct via the Unit Assessor or unit staff. Relevant policy: Student Academic and Non-Academic Misconduct Rules.
  Special Consideration
  Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
  Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their My Enrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.
  Late Submissions & Penalties
  Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
  Except when special consideration is awarded, late submission of assessment tasks incurs a late penalty. Penalties will be incurred as soon as the deadline for task submission is reached.
• A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
• A further penalty of 5% of the available mark will be deducted from the actual mark on each subsequent calendar day until the mark reaches zero.
  Grades & Feedback
  Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7-10 days for marks to be made available.
  Resubmission
  Resubmission is not permitted for this unit, as per the Rules Relating to Awards – Rule 3 —
  Coursework Awards — Student Assessment and Examinations
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  Assessment 1 Rubric (TCHR2003) (50%) Marking Criteria and & allocation High Distinction + (100%) High Distinction (85-99%) Distinction (75-84%) Credit (65-74%) Pass (50-64%) Marginal Fail (35-49%) Fail (0-49%) Not addressed (0%) Criterion 1 (30%) Curriculum Vision
  Demonstrates exceptional
  understanding of the curriculum. The definition is clear, engaging, and persuasive. Explanations and justifications are compelling, with strong connections to real-life examples. The EYLF v2.0, NQS, theory and literature are seamlessly integrated, enriching the credibility of the vision.
  Clear, engaging, and persuasive, with an accurate and concise definition of curriculum. Explanations and examples are clear and appropriate. There is strong integration EYLF v2.0, NQS, theory and literature support claims and enhance the quality of the content.
  Delivers strong content that is engaging and well-structured but lacks depth in some areas. Examples could be more detailed. While EYLF v2.0, NQS, theory and literature are integrated, the
  connections may be slightly less thorough.
  Very good definition of curriculum that demonstrates sound understanding. Examples are adequate. The content is generally clear and
  understandable but lacks depth. The integration of EYLF v2.0, NQS, theory and literature demonstrates understanding, though one or more maybe missing.
  Basic understanding of curriculum is evident. Explanations, examples, and justifications are adequate but do not demonstrate deeper understanding.
  References to the EYLF v2.0, NQS, theory and literature are superficial. One or more may be missing.
  The content is vague, incomplete, or unclear.
  Explanations and examples are poorly developed and do not demonstrate understanding.
  There is little to no integration of the EYLF v2.0, NQS, theory and literature and/ or connection to the content lacks coherence.
  The content is irrelevant, or off-topic. Definitions, examples, and justifications are missing or unrelated to the task requirements.
  EYLF v2.0, NQS, theory and literature are not effectively included.
  Not attempted Criterion 2 (30%) Indoor environment • Resources and experiences • Maths/ science and technology • Developmental domains
  Exceptional descriptions of and understanding of the curriculum across all aspects of the environment including resources and experience.
  Excellent description and understanding of the curriculum across all aspects of the environment including resources and experience.
  Strong description and understanding of the curriculum across all aspects of the environment including resources and experience.
  An effective discussion is
  Very good description and understanding of the curriculum across aspects of the environment including resources and experience. Some aspects may not
  Adequate description and understanding of the curriculum across aspects of the environment including resources and experience. Some aspects may not be well discussed.
  Inadequate description and understanding of the curriculum across aspects of the environment including resources and experience. Limited or no
  Limited or little understanding of the curriculum across aspects of the environment including resources and experience. Does not focus on mathematics, science or technology. Does not make connections with
  Not attempted
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• EYLF v2.0 and NQS • Scholarly sources
  Exceptional understanding of how mathematical and scientific thinking and technology can be integrated and supported. Exemplary identification of how TWO domains of learning can be supported.
  Excellent connection with TWO aspects of the EYLF v2.0 (Principles, Practices or Outcomes) and TWO NQS Quality Areas/ Elements. A very high standard of connection with academic literature or other scholarly sources.
  A high-quality discussion is presented that reflects a deep understanding of how mathematical and scientific thinking and technology can be integrated and supported. Insightful identification of how TWO domains of learning can be supported.
  Strong connection with TWO aspects of the EYLF v2.0 (Principles, Practices or Outcomes) and TWO NQS Quality Areas/ Elements that demonstrates deep understanding. A high standard of connection with academic literature or other scholarly sources.
  presented that reflects a strong understanding of how mathematical and scientific thinking and technology can be integrated and supported. Effective identification of how TWO domains of learning can be supported.
  Strong connection with TWO aspects of the EYLF v2.0 (Principles, Practices of Outcomes) and TWO NQS Quality Areas/ Elements that demonstrates a very good-level of understanding. Strong and effective connection with academic literature or other scholarly sources that directly support the discussion.
  be explained as well as others.
  A good discussion that reflects a sound understanding of how mathematical and scientific thinking and technology can be integrated and supported. Effective identification of how TWO domains of learning can be supported.
  Good connection with TWO aspects of the EYLF v2.0 (Principles, Practices of Outcomes) and TWO NQS Quality Areas/ Elements demonstrating a good level of understanding. Effective connection with academic literature or other scholarly sources. May be missing some connections to the EYLF, v2.0, the NQS or academic sources.
  An adequate understanding of how mathematical and scientific thinking and technology can be integrated and supported is evident. Sound identification of how TWO domains of learning can be supported.
  Adequate connection with TWO aspects of the EYLF v2.0 (Principles, Practices of Outcomes) and TWO NQS Quality Areas/ Elements that demonstrates a good-level of understanding. Adequate connection with academic literature or other scholarly sources. May miss or inaccurately make connections to the EYLF v2.0, the NQS or academic sources.
  understanding of how mathematical and scientific thinking and technology can be integrated and supported is evident. Limited identification of how domains of learning can be supported.
  Inadequate connection with the EYLF v2.0 (Principles, Practices of Outcomes) and NQS Quality Areas/ Elements.
  May be missing some of all of these connections. Does not include adequate connection with literature/ scholarly sources.
  developmental domains, the EYLF v2.0, the NQS or academic sources.
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  Criterion 3 (30%) Outdoor environment • Resources and experiences • Maths/ science and technology • Developmental domains • EYLFv2.0 and NQS • Scholarly sources
  Exceptional descriptions of and understanding of the curriculum across all aspects of the environment including resources and experience. Exceptional understanding of how mathematical and scientific thinking and technology can be integrated and supported. Exemplary identification of how TWO domains of learning can be supported.
  Excellent connection with TWO aspects of the EYLF v2.0 (Principles, Practices or Outcomes) and TWO NQS Quality Areas/ Elements. A very high standard of connection with academic
  Excellent description and understanding of the curriculum across all aspects of the environment including resources and experience.
  A high-quality discussion is presented that reflects a deep understanding of how mathematical and scientific thinking and technology can be integrated and supported. Insightful identification of how TWO domains of learning can be supported.
  Strong connection with TWO aspects of the EYLF v2.0 (Principles, Practices or Outcomes) and TWO NQS Quality Areas/ Elements that demonstrates deep understanding. A
  Strong description and understanding of the curriculum across all aspects of the environment including resources and experience.
  An effective discussion is presented that reflects a strong understanding of how mathematical and scientific thinking and technology can be integrated and supported. Effective identification of how TWO domains of learning can be supported.
  Strong connection with TWO aspects of the EYLF v2.0 (Principles, Practices of Outcomes) and TWO NQS Quality Areas/ Elements that demonstrates a very good-level of understanding. Strong and
  Very good description and understanding of the curriculum across aspects of the environment including resources and experience. Some aspects may not be explained as well as others.
  A good discussion that reflects a sound understanding of how mathematical and scientific thinking and technology can be integrated and supported. Effective identification of how TWO domains of learning can be supported.
  Good connection with TWO aspects of the EYLF v2.0 (Principles, Practices of Outcomes) and TWO NQS Quality Areas/ Elements demonstrating a good level of
  Adequate description and understanding of the curriculum across aspects of the environment including resources and experience. Some aspects may not be well discussed.
  An adequate understanding of how mathematical and scientific thinking and technology can be integrated and supported is evident. Sound identification of how TWO domains of learning can be supported.
  Adequate connection with TWO aspects of the EYLF v2.0 (Principles, Practices of Outcomes) and TWO NQS Quality Areas/ Elements that demonstrates a good-level of understanding. Adequate
  Inadequate description and understanding of the curriculum across aspects of the environment including resources and experience. Limited or no understanding of how mathematical and scientific thinking and technology can be integrated and supported is evident. Limited identification of how domains of learning can be supported.
  Inadequate connection with the EYLF v2.0 (Principles, Practices of Outcomes) and NQS Quality Areas/ Elements.
  May be missing some of all of these connections. Does not include adequate
  Limited or little understanding of the curriculum across aspects of the environment including resources and experience. Does not focus on mathematics, science or technology. Does not make connections with developmental domains, the EYLF v2.0, the NQS or academic sources.
  Not attempted
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  literature or other scholarly sources.
  high standard of connection with academic literature or other scholarly sources.
  effective connection with academic literature or other scholarly sources that directly support the discussion.
  understanding. Effective connection with academic literature or other scholarly sources. May be missing some connections to the EYLF, v2.0, the NQS or academic sources.
  connection with academic literature or other scholarly sources. May miss or inaccurately make connections to the EYLF v2.0, the NQS or academic sources.
  connection with literature/ scholarly sources. Criterion 4 Academic literacy (10%)
  Exemplary academic writing, use of APA7th, and inclusion of academic sources.
  Excellent academic writing, use of APA7th and inclusion of academic sources.
  Minor errors.
  Strong academic writing, use of APA7th and inclusion of academic sources.
  Some errors with writing style or referencing.
  Very good academic writing, use of APA7th and academic sources.
  Some errors with writing style or referencing. May have a number of minor issues with writing or referencing.
  May have inadequate references or there may be issues with assignment length. May be errors or other editing issues.
  Issues with writing style, use of academic sources, in text citations or reference list. May be issues with the quality and length of work.
  May exceed the word count by more that 10%.
  Poor writing skills. Inadequate use of references. Improper or absent in text citations.
  Issues with reference list.
  Description of SCU Grades
  High Distinction:
  The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
  Distinction:
  10
  The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
  Credit:
  The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
  Pass:
  The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.
  Fail:
  The student’s performance fails to satisfy the learning requirements specified.