EDUC1102: Learning Through Play Assignment 2

Assignment 2: Plan, Presentation and Report

For this assignment, you are required to design a play-based learning experience for a small group of children in a junior primary school setting. Using the template in this booklet, you will develop a detailed teaching plan that demonstrates your understanding of play-based learning principles. Your plan should be informed by children’s interests and observations, aligned with the Australian Curriculum, and reflect key course concepts.

The assignment consists of three components:

Deliver a PowerPoint presentation of your teaching plan, adhering to the criteria outlined in the assessment handbook. This is your opportunity to explain your approach and demonstrate your knowledge of planning for play-based learning.

1. Develop a teaching plan using the provided template that showcases your ability to integrate play into learning while addressing curriculum goals and individual children’s needs.

Write a concise report using the provided template. This should include a rationale & reflection of your plan.

Presentation Play Plan - Formative Feedback
To support you in the successful completion of Assignment 2 you will complete a presentation of your Play Plan in week 10 and have the opportunity of getting feedback.

All presentations: online and internal, will receive formative feedback from tutors and peers on their play plans. The peer review process involves you identifying areas of strength and areas for improvement in the play plans you have observed. This process means that by the end of the presentations you will be armed with valuable information and feedback which you can use in Assignment 2. After the presentation you will have approximately 2 weeks to act on the feedback and make any changes necessary to your play plans before you submit your play plan and report by the due date. Everyone is graded INDIVIDUALLY on your play plans. You are NOT marked as a GROUP.

Internal students:

• you will be allocated some time in workshops to work in groups - however it is still expected that you contribute your own time to this work.
• You will present the plan to your peers and tutor in your week 10 tutorial for feedback.
• You will receive formative feedback on your plan and have the ability to take the feedback and make changes prior to upload.
• You will be individually graded on play plan and your report which you will upload by 8^th June 11pm.

Online students:

• You will develop your plan independently alongside asking questions and checking ideas on the online forums.
• You will receive formative feedback and have the ability to take the feedback and make changes prior to upload. (The online tutors will provide more specific details about this process).

Part 1: Play- Based Teaching Plan Template

Planning starts with the child – don’t forget this! It is vital - you need to KNOW the child. You need to know their interests and plan accordingly.

Word count of play plan is 2 x A4 pages (10point font) plus a 1 page appendix of the planning map

Context :

This section needs you to describe the children in the setting you are planning for. How many children is the plan for? Describe the location, time of year, how many girls/boys, culture, special educational needs. Select one-year (age) level for your plan 5-8 years Junior Primary.

The plan needs to be based on children’s interests. Briefly describe what you have observed with regard children’s interests which informed the development of the play plan. You are stating how the idea for the play plan came about. This is NOT about how you in your group decided to plan the lesson – you need to create/make up a hypothetical scenario about what you as the educator observed children which led you to create the play plan. You need to describe the observation or documentation of dialogue between children.

Planning Map:

Using the ideas you constructed with the children, develop a planning map detailing a project or theme with curriculum links to Australian Curriculum with play-based learning experiences. (add a photo here of your planning mind map: if you don’t have space add it as an appendix)

PLAY- BASED LEARNING FOCUS: Take ONE play experience from your Planning map and complete the remainder of this plan based on the experience. Make a note here of what your focus will be.

LEARNING EXPERIENCE: What will the children be doing? What type of play is the experience? How will you introduce/set up the activity?. You need to describe the learning experience/lesson in detail so that an educator could take your plan and teach from it.

LEARNING INTENTION:

What do you want the children to know and understand? You need to phrase this as “ I want the children to understand that…..”It should be one paragraph

AUSTRALIAN CURRICULUM:

1) Choose 1 learning area - EITHERScience, Maths, or English

2) Write down 2 content descriptors from Australian Curriculum v9 that the experience relates to

RESOURCES AND SET UP: Add a photo of your learning centre here (from your presentation)

Outdoor Learning or Technology

How would you integrate technology outdoor learning in this play-based learning plan?

In this report you will provide academic justification for the content of your play plan. You need to include academic references from course content/readings/lectures to support the reasons you are providing. Ensure you illustrate each topic you are discussing in relation to your play plan. The use of AI

Use the template below for your assignment. 

• You may keep the headings as given. Delete the text under each heading and add your own text.
• The word count is 1,050 words +/- 10%
• You are NOT required to write an introduction or conclusion

Play & Learning

How does play enhance the development of the Australian Curriculum learning area identified in your Play Plan (Science, Maths, or English)? Why was play important for your plan? You need to review the course content together with your own research on your chosen curriculum focus. (Aim to write approximately 250 words) 

Outdoor OR Technology Considerations

Provide academic justification for why and how you incorporated outdoor learning or technology within your play plan. This means you need to use research literature/references to discuss the significance of the focus you identified in your play plan (outdoor learning or technology) in fostering playful learning for junior primary students. (Aim to write approximately 300 words) 

Play & Social/Emotional Development

Discuss either Parten’s Categories of social play or Goleman’s emotional theory. Provide one example of how you could incorporate this theory (Parten or Goleman) into your plan. (Approx. 250 words) 

Evaluation of Application of Key Concepts:

Select one of the following key theoretical concepts and evaluate how you have applied this concept in your plan. Did it work well? What could you improve and why? (Aim to write approximately 250 words). Choose one from the list below:

EDUC 1102 Assignment 2 Feedback Comments

Learning Through Play Dr Jane Webb-Williams

• Define terms – you must define all terms used within your essay. If you do not define the terms used then it is assumed you do not understand them.
• Explain concepts – you need to explain the concepts you have mentioned in more detail to demonstrate your understanding
• Unclear – your argument/discussion is muddled and unclear.
• Relevance to your play plan – you need to relate your discussion to your play plan.
• Repeat – there are parts of your assignment where you have repeated work
• Referencing – insufficient references included in your work. Your work needs to be supported by theory and research.
• Referencing – your referencing within the text needs improvement. Please consult the APA guide.
• Your reference list needs to be improved. There are errors in format or content.
• Referencing- this source is inappropriate – references need to be from academic, credible, valid sources.
• Academic language – try to avoid the use of I, we or you in the assignment and instead use the third person.
• Do not rely on long quotes from books or journals as this does not demonstrate your understanding – try to paraphrase yourself instead.
• Grammar – grammar and/or punctuation needs improvement.
• Spelling – please ensure you spell check before submission.
• Instructions – you have not followed the guidelines correctly and have made errors in regard to format, font size and/or template.

Brief of Assessment Requirements

This assignment (Assignment 2: Plan, Presentation and Report) asks students to design a play-based learning experience for a small group of junior primary children (age 5–8). It has three linked components:

• PowerPoint Presentation (formative): present your Play Plan in Week 10, receive peer/tutor feedback, revise plan before final submission. Presentations are formative; final grading is individual.

• Play-Based Teaching Plan (final): use the provided template. Length: 2 × A4 pages (10-point font) + 1 page planning map appendix. Must be child-centred and based on observed children’s interests.

• Concise Report (final): use provided report template. Length: 1,050 words ±10% (no intro/conclusion required). Includes academic justification, references to course material/readings, and four required sections:

  1. Play & Learning (≈250 words) how play advances the chosen curriculum learning area (Science, Maths, or English).

  2. Outdoor OR Technology Considerations (≈300 words) academic justification for outdoor learning or technology integration.

  3. Play & Social/Emotional Development (≈250 words) apply Parten’s or Goleman’s theory with an example.

  4. Evaluation of Application of Key Concept (≈250 words) select one key theoretical concept (e.g., Learning Through Play Dr Jane Webb-Williams) and critically evaluate its implementation in your plan.

Other mandatory elements: context description (setting, number/age/gender/cultural/SEN details), planning map with curriculum links (Australian Curriculum v9), learning intention phrased “I want the children to understand that…”, two content descriptors from the Australian Curriculum v9, photos/resources/setup, ethics approval if applicable, statement of authentic authorship, and adherence to template/formatting.

Approach Step-by-Step Process

The academic mentor guided the student through a structured workflow that maps to the assessment rubric and templates.

1. Clarify brief & assessment criteria

   • Reviewed the assignment instructions, word limits, template requirements, and marking rubric.

   • Emphasised that presentations in Week 10 are formative and final submission is individual (internal students upload by stated deadline; online students follow forum feedback process).

2. Child-centred observation (Context & Rationale)

   • Mentor instructed the student to create a concise hypothetical observation: number of children, age (choose 5–8), cultural mix, any SEN, time of year, and location (classroom/outdoor).

   • Student drafted a short observational vignette (dialogue or play snippet) that justified the chosen theme this becomes the starting point for the play plan.

3. Develop a planning map (Appendix)

   • Brainstormed project/theme ideas from observed interests; mapped possible play experiences and curriculum links.

   • Mentor modelled a simple planning map layout and recommended adding it as a photo in the appendix.

4. Select ONE play experience (Play-based Learning Focus)

   • Chosen experience was specified (e.g., outdoor science scavenger hunt, mathematical block play, or English literacy role-play).

   • Mentor coached the student to describe the learning experience in sufficient detail so another educator could deliver it (steps, adult role, child actions, time allocation).

5. Draft Learning Intention

   • Mentor insisted on the required phrasing: “I want the children to understand that …” and refined it to be observable and age-appropriate.

6. Curriculum alignment (Australian Curriculum v9)

   • Student selected one learning area (Science/Maths/English) and identified two relevant content descriptors from AC v9.

   • Mentor checked that descriptors matched the activity learning intention and suggested precise descriptor codes to cite in the plan.

7. Resources, set-up and photos

   • Mentor advised including photos or clear descriptions of the learning centre and resource list (materials, differentiation supports for SEN).

   • Advised where to place the planning map photo (appendix if space limited).

8. Outdoor or Technology integration

   • Student chose either outdoor learning or technology; mentor guided literature choices (course readings + 2–3 peer-reviewed sources) to justify the pedagogical decision in the report section.

9. Social/Emotional theory application

   • Mentor recommended choosing Parten’s social play categories or Goleman’s emotional intelligence and provided an example: e.g. use Parten to scaffold cooperative play during a group challenge.

10. Select & evaluate a key concept

    • Mentor suggested “Learning Through Play (Dr Jane Webb-Williams)” or another core concept from course readings, then led the student to critically reflect on what worked, what to improve, and why.

11. Drafting the report

    • Mentor coached on word allocation per section (250 / 300 / 250 / 250) to stay within 1,050 words.

    • Emphasised academic conventions: define terms, explain concepts, use third person, paraphrase (avoid long quotes), APA referencing, and include course and external literature.

12. Presentation & formative feedback

    • Rehearsed the Week 10 presentation; practised concise slides: context, planning map, chosen play experience, curriculum links, resources, and reflection points.

    • Incorporated peer/tutor feedback into revisions (two weeks allowed).

13. Final checks & submission

    • Mentor ran a checklist: template compliance, word count, correct content descriptor codes, photos, appendix, ethics note (if relevant), grammar, and plagiarism check.

    • Ensured reflection incorporated tutor feedback and that the plan is teachable by another educator.

How the Outcome Was Achieved & Learning Objectives Covered

How outcome was achieved

• The student produced a completed Play-Based Teaching Plan (2 A4 pages + planning map) and a 1,050-word report that aligned with the Australian Curriculum v9 and course theory.

• The Week 10 formative presentation enabled iterative improvement; peer/tutor feedback was used to strengthen curriculum alignment, clarify learning intentions, and refine resource lists.

• Academic justification in the report cited course readings and peer-reviewed literature; terms were defined, concepts explained, and references formatted in APA.

Learning objectives covered

• Apply play-based pedagogy to design age-appropriate learning experiences.

• Translate observation into a child-centred plan and planning map.

• Align play experiences with Australian Curriculum v9 content descriptors.

• Integrate outdoor or technology strategies grounded in research.

• Apply social/emotional theory (Parten or Goleman) to scaffold children’s interactions.

• Critically evaluate theoretical application and reflect on practice.

• Demonstrate professional report writing, referencing, and ethical awareness.

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