ASSIGNMENT SUBMISSION AND ASSESSMENT

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HMEC5213
EARLY CHILDHOOD CURRICULUM PLANNING AND ASSESSMENT
JANUARY 2019 SEMESTER
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INSTRUCTIONS TO STUDENTS

1. This assignment contains only ​ONE ​question that is set in English.

2. Answer in English only.

3. Learners are to
submit

assignment only in MsWord format unless specified otherwise. Please refrain from
converting text/phrases into picture format such as .gif / .jpeg / print screen / etc.

4. Download the language version of the ​assignment ​template ​concerned from the
myINSPIRE for preparation and submission of your assignment. Your assignment
should be typed using 12 point Times New Roman font and 1.5 line spacing.
5. Your assignment should be between ​3000 to 5000 words ​excluding references. The
number of words should be shown at the end of your assignment. ​Do not copy the
assignment question and instructions to your answer. Only assignment answer
developed within the approximate word limit will be assessed. The number of words
should be shown at the end of your assignment.

6. Submission of assignment:

a. Face-to-face Class Student:

b. Online student:
You MUST submit a softcopy of your assignment via myINSPIRE and another
softcopy to the facilitator via e-mail.

7. You can submit your assignment ​ONCE ​only in ​MULTIPLE ​file (preferable in zip file).

8. Your assignment must ​be submitted between ​29​th ​March 2019 ​until ​31​st March 2019.
Submission ​after 31​st​ March 2019 ​will ​NOT​ be accepted.

9. Your assignment should be prepared individually. You should not copy another person’s
assignment. You should also not plagiarise another person’s work as your own.

10. Please take note that PENALTY will be imposed on late submission of assignment as
specified in the Registrar’s Office circular 6/2012 (Refer to Registrar’s Announcement in
myINSPIRE).

11. Please ensure that you keep the RECEIPT issued upon submisson of your assignment as
proof of submission. Your assignment is considered as NOT submitted if you fail to
produce the submission receipt in any dispute arises concerning assignment submission.

ASSESSMENT

This assignment accounts for ​60% ​of the total marks for the course and shall be assessed based
on ​the Rubrics​ attached​.

You would be given feedback on the assignment before the Final Semester Examination
commences.

PLAGIARISM: MARKS DEDUCTION

Warning: The submitted assignment will automatically undergo a similarity check. If

No. % Similarity Group % Marks Deduction

2 30.01 – 50 5
3 50.01 – 70 10
4 70.01 – 100 100

Assignments found to have similarities under any of the categories above; will not be
entitled to apply for appeal. For learners who fall into the 70.01-100 similarities group, the
access for online appeal for assignment remarking of the subject will be disabled from the
appeal options.

ASSIGNMENT QUESTION

This assignment requires students to apply the knowledge they have acquired in planning an
early childhood curriculum and design a quality early childhood curriculum.

1. ASSIGNMENT
For this assignment, you are required to design an applicable early childhood curriculum for
children aged 5 years old. The curriculum should be developmentally appropriate and meets
the children’s needs and abilities. The duration of the curriculum is one year.

Your curriculum design must include the following details:

Number of words: 3000 to 5000 words

[40 marks]

2. POWER POINT SLIDES AND RESENTATION

Based on the curriculum you have planned, create a power point presentation. Present your
slides at your learning centre and explain your curriculum plan. Your presentation will be
assessed by your respective tutor. For fully online students, you are required to record your
presentation, upload it into You Tube, and copy paste your You Tube link into MyINSPIRE.
Your presentation will be assessed individually and marks will be given based on the given
assessment rubric.

Number of slides: 10 to 15 slides

[20 marks]
[TOTAL: 60 MARKS]
 ATTACHMENT
​ UBRIC
ASSIGNMENT​ R
HMEC5213 EARLY CHILDHOOD CURRICULUM AND ASSESSMENT / JANUARY 2019
Unsatisfac
Excellent Good Fair Low Respo
Weightage
4 3 2 1 0

1 A clear and A good and clear A brief introduction with A brief introduction with No introduc
comprehensive introduction. a brief discussion on the no discussion on the provided.
introduction. discussion on the purpose purpose of the purpose of the
A detail discussion on of the assignment and assignment and the assignment or the
the purpose of the the curriculum design. curriculum design. curriculum design.
assignment and the
curriculum design.
1 Curriculum aim is Curriculum aim reflects A brief curriculum aim. Curriculum aim is not There is no
comprehensive and learning experiences It reflects learning relevant and did not curriculum a
clear. The statements that children are experiences that reflect learning provided.
are general and expected to acquire in children are expected to experiences that
provide direction to one year. The acquire in one year. children are expected to
educational purpose. statements are general. acquire in one year.
It reflects learning It reflects learning
experiences that experiences that
children are expected children are expected to
to acquire in one year. acquire in one year.
es. 1 Clearly described Described overall Not clear and very Not relevant and not There is no
overall outcomes, outcomes, stated in difficult to attain by the attainable. curriculum o
stated in terms of terms of learners’ completion of the mentioned​.
learners’ outcomes, outcomes, realistically curriculum.
realistically attainable attainable by the
by the completion of completion of the
the curriculum. curriculum.
hy. 1 The philosophy is The philosophy is The curriculum The philosophy was not There was n
relevant, clear and relevant and will be philosophy was not relevant and clearly curriculum
will be able to answer able to answer the clearly described. described. Very difficult philosophy
the purpose of the purpose of the to understand. mentioned.
curriculum and how curriculum.
learners learn.
heories. 1 Integrate more than Integrate two theories. Use one theory. Selection of theory was There is no t
two theories. Selection of theories Selection of theory was not aligned with mentioned.
Selection of theories were relevant, aligned aligned with curriculum curriculum aim and
were relevant, with curriculum aim and aim and objectives. objectives. It did not
appropriate and objectives. Considered children consider children
aligned with Considered children abilities and interests. abilities and interests.
curriculum aim and abilities and interests.
objectives.
Considered children
abilities and interests.
h. 1 Relevant, interesting, Relevant and align with Relevant but not align Not relevant, and not There is no
developmentally curriculum theories and with curriculum theory align with curriculum curriculum a
appropriate and principles of children and principles of theories and principles mentioned
aligned with learning and children learning and of children learning and
curriculum theories development. development. development
and principles of
children learning and
development.
ption of 1 Describe clearly how Describe how Brief description on Instruction and learning There is no
s. curriculum can be curriculum can be instruction and learning activities are not instruction o
implemented in real implemented in real activities. relevant. learning act
classroom. Describe classroom. Describe described.
learning materials learning materials used
used and provide and provide teaching
teaching and learning and learning activity
activity plan for one plan for one year
year learning learning experience. All
experience. All materials and activities
materials and are aligned with
activities are aligned curriculum objectives.
with curriculum
objectives.
nt. 1 Select and use Select and use Select and use Selection of assessment There was n
appropriate assessment method and assessment method but method was not children’s
assessment method tool. Include a rationale did not include a relevant. assessment
and tool. Include a for selecting the method rationale for selecting described.
rationale for selection and tool. the method and tool.
of the method and
tool.
1 Comprehensive and A clear conclusion. Able The conclusion The ideas discussed in There was n
brought the to wrapped up discussed dis not focus the conclusion are not conclusion p
assignment to a important ideas. on important ideas. relevant and out of
satisfactory end by context
wrapping up the
important ideas.
nces. 1 More than five Five citations and Five citations and Less than five citations There is no
citations and references provided and references provided but and references or reference
references provided all citations sources and not according to APA provided. provided in
and all citations references are style. assignment.
sources and according to APA style.
references are
according to APA
style.
10
 
 RUBRIC FOR PRESENTATION
Excellent Unsatisfac
Good Fair Low Respo
Weightage
4 3 2 1 0

1 Are creative, Are creative and Not really interesting. Not interesting. No presenta
interesting, clear and interesting. slides provid
enhance the
effectiveness of the
presentation.
0.5 Begin with with self-introduction, Start with topic Does not clearly Does not int
self-introduction, followed by topic introduction but no introduce the topic and the topic or
followed by topic introduction and explain explanation on the the purpose of purpose of
introduction and the purpose of purpose of presentation. presentatio
explain the purpose of presentation. presentation.
presentation in a clear
and capturing voice.
1 All the information is Most of the information Information is valid but Information is not ation is not va
relevant and is relevant but some not related to the related to the not related
appropriate to need elaboration. purpose of the assignment. assignment
requirements of the assignment.
assignment.
1 strate full knowledge Demonstrate full Demonstrate full Does not demonstrate Knowledge
and able to explain knowledge and able to knowledge but some of full knowledge and presented is
and elaborate clearly. explain. the explanation is not knowledge presented is relevant.
clear. not relevant.
0.5 Able to speak clearly Speaks with a Speaks in uneven with low volume and a The delivery
with different satisfactory variation of intonation and reading monotonous tone and sentence str
intonation and intonation but still tend mostly from notes. entire report is read are underst
maintain audience to look at notes. from notes.
interest and seldom
look at notes.

0.5 Demonstrate strong Show some enthusiastic Show little or mixed Demonstrate no Show no int
enthusiasm about the feelings about the topic feelings about the topic enthusiasm about the the topic pr
topic being presented. being presented. being presented. topic being presented.
0.5 Student’s voice is very Student’s voice is Student’s voice is Student’s voice is weak. Student’s vo
confident, steady, steady, generally clear at all a
strong, strong and clear. steady, strong and clear. weak.
and clear.
5