| Category | Assignment | Subject | Education |
|---|---|---|---|
| University | Crown Institute of Higher Education | Module Title | EC502 Language and Literacy in the Early Years |
| Word Count | 1500 Words |
|---|---|
| Assessment Type | Individual Assessment Poster |
| Assessment Title | Assignment |
| Academic Year | 2025 |
Assessment 1: Poster including an Invigilated stage in Week 3. Due Week 5.
Analyse unit literature to create a poster for families that summarises the key domains and components of language development and developmental and learning progressions, and the important roles of social interactions, learning and thinking. Identify strategies that can be used by families to promote children’s language and literacy development, including families from Indigenous backgrounds.
Equivalent to 1500 words
Invigilated in Week 3 and submitted in Week 5
Pre-service teachers will analyse unit literature to create a poster for families that summarises the key domains and components of language development and developmental progressions (ULO1), and the important roles of social interactions, learning and thinking (ULO1). Identify strategies that can be used by families to promote children’s language and literacy development (ULO2, ULO3).
There are two parts to this assignment. You are required to
a) Assessment part A: Complete a draft of an essay in class within one and a half. This task encourages students to reflect on their ideas related to key domains and components of children’s language development and the important roles of social interactions in supporting children to develop their language. Students may create mind maps to brainstorm ideas and draft a 300-word poster.
b) Assessment part B: Complete a 1,500-word poster that provides a thorough review of relevant literature related to children's language development and social interactions in supporting children to develop their language. This poster should develop a guideline for families with strategies on supporting children’s language and literacy development, especially for families from an Indigenous background. The assignment must be submitted as a Poster.
Draft Poster: Students are required to complete the task in class (within 1 hour and a half) and attach the picture of their work within part two of the assessment, and upload two parts of the assignment (Draft Poster and final Poster) to the system by Week 5. Lecturers will collect their physical work. Final Poster: Students are required to submit the completed essay as a Word document by Week 5, along with the picture (PDF file) they did in Week 3.
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. Log in to your Turnitin account, locate and click on the assignment submission link, carefully review the instructions, and then submit your assessment.
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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 (5 marks- 5%) |
1. Draft for key domains and components of language development and developmental and learning progressions (1 mark-1%) |
Excellent key domains and components of language development and developmental and learning progressions |
Proficient in key domains and components of language development and developmental and learning progressions |
Above average key domains and components of language development and developmental and learning progressions |
Basic/ Satisfactory key domains and components of language development and developmental and learning progressions |
Unsatisfactory /Limited key domains and components of language development and developmental and learning progressions |
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2.Draft for the important roles of social interactions, learning and thinking (1%) |
Excellent explanation for the important roles of social interactions, learning and thinking |
Proficient explanation for the important roles of social interactions, learning and thinking |
Above average explanation for the important roles of social interactions, learning and thinking |
Basic/ Satisfactory explanation for the important roles of social interactions, learning and thinking |
Unsatisfactory /Limited explanation for the important roles of social interactions, learning and thinking |
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3.Draft for Strategies that can be used by families to promote children’s language and literacy development, including family from Indigenous background (2 marks- 2 %). |
Excellent suggested strategies for families to promote children’s language and literacy development, including family from Indigenous background |
Proficient suggested strategies for families to promote children’s language and literacy development, including family from Indigenous background |
Above average suggested strategies for families to promote children’s language and literacy development, including family from Indigenous background |
Basic/ Satisfactory suggested strategies for families to promote children’s language and literacy development, including family from Indigenous background |
Unsatisfactory /Limited suggested strategies for families to promote children’s language and literacy development, including family from Indigenous background |
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4.Organization, presentation, and adherence to assignment requirements for a Draft poster (0.5 mark- 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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5. Academic literacy, including correct spelling, grammar, punctuation, referencing, and reference list (APA 7 format) for Draft poster (0.5 mark- 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 25 marks- 25%)
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6.Detail for key domains and components of language development and developmental and learning progressions (10 marks-10%) |
Excellent key domains and components of language development and developmental and learning progressions |
Proficient key domains and components of language development and developmental and learning progressions |
Above average key domains and components of language development and developmental and learning progressions |
Basic/ Satisfactory key domains and components of language development and developmental and learning progressions |
Unsatisfactory /Limited key domains and components of language development and developmental and learning progressions |
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7. Detail for the important roles of social inter-actions, learning and thinking (5 marks- 5%) |
Excellent explanation for the important roles of social interactions, learning and thinking |
Proficient explanation for the important roles of social interactions, learning and thinking |
Above average explanation for the important roles of social interactions, learning and thinking |
Basic/ Satisfactory explanation for the important roles of social interactions, learning and thinking |
Unsatisfactory /Limited explanation for the important roles of social interactions, learning and thinking |
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8.Detail for Strategies that can be used by families to promote children’s language and literacy development, including family from Indigenous backgrounds (5 marks- 5 %). |
Excellent suggested strategies for families to promote children’s language and literacy development, including family from Indigenous background |
Proficient suggested strategies for families to promote children’s language and literacy development, including family from Indigenous background |
Above average suggested strategies for families to promote children’s language and literacy development, including family from Indigenous background |
Basic/ Satisfactory suggested strategies for families to promote children’s language and literacy development, including family from Indigenous background |
Unsatisfactory /Limited suggested strategies for families to promote children’s language and literacy development, including family from Indigenous background |
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9.Organization, presentation, and adherence to assignment requirements for a final poster (2.5 marks-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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10. Academic literacy, including correct spelling, grammar, punctuation, referencing, and reference list (APA 7 format) for a final poster (2.5 marks- 2.5%) |
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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