EDU60054: Child Play with Science Technology Engineering and Mathematics Assessment

Assignment Details

This assignment task requires you to create a sequence of learning which includes an observational analysis and curriculum plan with 1 lesson plan. This will allow you to demonstrate your ability to plan, implement and evaluate an early childhood curriculum underpinned by the Australian Early Years Learning Framework (EYLF) (Australian Government Department of Education [AGDE], V2.0, 2022).

This assignment addresses National Quality Standards (NQS):

• 1.1.2: Child-centred

• 1.2.1: Intentional teaching

• 4.1.1: Organisation of educators

• 6.2.3: Community engagement

• 7.1.1: Service philosophy and purpose

• 7.2.1: Continuous improvement (Australian Children's Education & Care Quality Authority, [ACECQA], 2018)

The purpose of this task is to provide an opportunity to work with your peers to pool expertise and explore the learning affordances available in an everyday environment. It is meant to replicate how you would work with teaching colleagues as a teaching team in an Early Learning Centre setting to develop learning experiences designed to explore the STEM learning potential in a particular environment or setting.

As teachers do when planning, you will draw on a range of curriculum documents, frameworks and resources to explore all or any relevant aspects of STEM education.

There are 2 parts to this assignment:

Part A: Data observation - STEM affordances in an everyday environment (500 words)

1. Find and explore an environment of your choice that provides a rich context for STEM learning. This setting could be a home setting, playground, local park, shopping centre, play area, vegetable garden, etc. Visit this place and identify the learning opportunities this setting provides in relation to STEM education. While you are there, take 2 photos (data) of specific places or artefacts within the setting which offer great potential for children's STEM learning.
   Note: Please take the photos without any adults and/or children. Observe children's interest, prior knowledge and learning in relation to that specific place/area and make a note (you don't need to write about this observation in part A but you need to write in part B curriculum plan).

2. Complete an observational data analysis report (approximately 250 words for each included photo). Your report must:

• Describe the physical features of the chosen setting.

• Explain why this setting has been selected as a rich STEM learning environment. Include information which explains how this setting is relevant to the everyday life of the child; and, potentially enhances children's dispositions such as curiosity, inquiry and creativity.

• For the 2 included photos, list the associated learning possibilities related to specific S, T, E and M learning the picture captures.

• Validate each learning possibility with related children's learning outcomes from the Early Years Learning Framework (v.2.0, 2022).

Part B: Curriculum plan with one learning experience and evaluation (2000 words)

1. Select one of the photos and learning setting you have included in Part A to complete Part B of your assignment.

   Develop one curriculum plan (800 words). The curriculum plan should be STEM play-based and include a diverse range of indoor, outdoor and routine experiences linking to S, T, E, and M learning. Your professional knowledge and the EYLF will underpin it. Your evaluation should be brief and evaluate how the goal/s can be achieved in each of the curriculum areas and must include one indoor, one outdoor and routines. 

2. Develop one learning plan (1200 words). Using the Swinburne Online template (DOC 47.6 KB)
   Design a learning experience for one curriculum area from S or T or E or M. Consider designing the plan based on the child/children's interests/skills. Include a chosen teaching approach and pedagogical decisions made supported by literature using APA7.

3. Provide a conclusion and reflect on your teaching and children's learning. Make links made between the teaching approach and the literature to demonstrate critical understanding of being a futuristic STEM educator.

Your Assignment is required to provide evidence of your ability to:

• Plan and implement an authentic curriculum for children aged 3-5 years that is underpinned by the EYLF (DET, 2009)

• Identify planning and implementation of learning experiences

• Create rich learning environments indoors and outdoors

• Develop teaching strategies that are responsive to diverse interests, abilities and backgrounds

• Assess children's learning in collaboration with consideration of families and children

• Make links to the National Quality Standards (NQS) 1.1.2 – Child-centred; 1.2.1 - Intentional teaching; 4.1.1- Organisation of educators; 6.2.3 - Community engagement; 7.1.1 - Service philosophy and purpose; 7.2.1 - Continuous improvement (Australian Children's Education & Care Quality Authority, [ACECQA], 2018).

Throughout your teaching and learning journey, you will be required to use your relevant national and/or state or territory curriculum. To help you further build capability in this area and to prepare you for placements at Swinburne Online, you may choose to use your state/territory-based curriculum document or the Australian Curriculum in your assignments. For further information about your assignments for this unit, please seek advice from your OLAs and/or your Unit Coordinator.

Brief Summary of Assessment Requirements

The EDU60054 Child Play with STEM assessment requires students to design and implement a play-based learning sequence underpinned by the Australian Early Years Learning Framework (EYLF, 2022). The task is divided into two key parts:

Part A: Observational Analysis (500 words)

• Explore an everyday environment rich in STEM learning opportunities (e.g., playground, park, home, vegetable garden).

• Take two photos of spaces or artefacts offering STEM learning potential.

• Complete a data analysis report (approx. 250 words per photo) describing:

  • Physical features of the setting.

  • Relevance of the setting to children’s everyday life and dispositions (curiosity, inquiry, creativity).

  • Specific learning possibilities for Science, Technology, Engineering, and Mathematics captured in the photos.

  • Alignment with EYLF learning outcomes.

Part B: Curriculum Plan and Learning Experience (2000 words)

• Select one photo and setting from Part A for detailed planning.

• Curriculum Plan (800 words) :

  • Develop a play-based STEM curriculum incorporating indoor, outdoor, and routine experiences.

  • Align teaching strategies with EYLF principles.

  • Include brief evaluation of how goals can be achieved in different curriculum areas.

• Learning Plan (1200 words) :

  • Design a single learning experience based on one STEM area (S/T/E/M) tailored to children’s interests and skills.

  • Explain teaching approaches and pedagogical decisions supported by APA7 literature.

  • Conclude with reflection on teaching practice and children’s learning outcomes.

Key Learning Objectives Covered:

• Plan and implement authentic, play-based STEM curriculum for 3–5-year-olds.

• Create rich learning environments (indoor and outdoor).

• Develop responsive teaching strategies for diverse children.

• Assess children’s learning collaboratively with families.

• Link practice to National Quality Standards (NQS): 1.1.2, 1.2.1, 4.1.1, 6.2.3, 7.1.1, 7.2.1.

Assessment Approach Guided by Academic Mentor

The Academic Mentor guided the student through a step-by-step approach to ensure alignment with EYLF and NQS while fostering critical thinking and reflective practice.

Step 1: Environment Selection and Observation

• Mentor advised choosing a setting with rich STEM affordances relevant to children’s everyday experiences.

• Student explored the setting, noted children’s interactions, interests, and potential learning moments, and captured two photos for analysis.

Step 2: Observational Data Analysis (Part A)

• Mentor guided the student to:

  • Describe the physical features of each setting clearly.

  • Identify learning possibilities in S/T/E/M for each photo.

  • Validate learning possibilities using EYLF learning outcomes.

• Student prepared approx. 250 words per photo, ensuring both descriptive and analytical insights were included.

Step 3: Curriculum Plan Development (Part B, 800 words)

• Mentor emphasized designing a play-based, STEM-integrated curriculum.

• Student incorporated:

  • Indoor, outdoor, and routine-based experiences.

  • Connections to EYLF principles and children’s prior knowledge.

  • Goals aligned with NQS and critical reflection on teaching strategies.

Step 4: Learning Plan Design (Part B, 1200 words)

• Mentor assisted in selecting one STEM area based on observed interests.

• Student created a structured learning experience including:

  • Learning objectives, materials, and activities.

  • Teaching approaches and rationale supported by academic literature.

  • Evaluation criteria to monitor children’s engagement and learning.

Step 5: Reflection and Conclusion

• Mentor guided the student to reflect on:

  • Effectiveness of teaching strategies.

  • Children’s learning outcomes in relation to STEM concepts.

  • Alignment of practice with EYLF and NQS standards.

Outcome Achieved

• The student produced a comprehensive assessment demonstrating:

  • Ability to plan, implement, and evaluate play-based STEM curriculum.

  • Critical application of EYLF principles to real-world learning environments.

  • Evidence-based reflections on teaching approaches and children’s learning.

• All learning objectives were met, including curriculum planning, intentional teaching, creating rich learning environments, and aligning with NQS standards.

Unlock Your Academic Success with Expert Solutions

Accessing high-quality assignment solutions can help you understand key concepts, structure your work, and improve your learning. Download our sample solution to gain insight into effective approaches for your assignment. Important: This sample is for reference only. Submitting it as your own work may lead to plagiarism issues.

Looking for a fully original solution? Our team of professional academic writers can craft a fresh, plagiarism-free assignment tailored to your requirements. Ordering a custom solution ensures:

• Complete originality and academic integrity

• Step-by-step guidance aligned with your assignment brief

• High-quality, well-researched content

• Timely delivery with expert support

Choose the option that works best for you:

Download Sample Solution                 Order Fresh Assignment