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Add
Books
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Firstly,
according
to
Early
Education
(2012a)
the
Welsh
Foundation
Phase
Framework
for
3-
7
year
olds
has
been
implemented
in
Wales
since
2008;
it
is
the
renowned,
notorious
and
prescribed
document
in
the
Welsh
curriculum.
In
contrast,
Langston
and
Doherty
(2012)
succinctly
express
the
EYFS
(2012)
is
a
newly
revised
document
that
is
aimed
at
children
from
birth
to
5
years
old.
Similarly,
according
to
Pugh
and
Duffy
(2009)
both
the
Welsh
Foundation
Phase
(2008)
and
the
EYFS
(2012)
contain
7
areas
of
learning;
the
EYFS
(2012)
and
the
Welsh
Foundation
Phase
(2008)
enunciate
there
are
three
salient
and
prime
areas
that
must
be
adhered
to
in
terms
of
children’s
development
before
progression
can
be
induced
in
the
specific
areas
of
learning.
These
include
children’s
personal,
social
and
emotional
development
and
communication
and
language
development;
however
the
EYFS
(2012)
meliorates
that
physical development is a prime area of learning whereas the Foundation Phase have not obtained
this as a prime area (Tassoni: 2012). Furthermore, Gould (2012) and DCELLS (2006) the EYFS
(2012)
and
the
Foundation
Phase
(2008)
grandiose that children are encouraged to learn through doing and being active in their learning. In
comparison, the Welsh Government (2012) and the Department for Education (2012a) palliate that
both
the
Welsh
Foundation
Phase
(2008)
and
the
EYFS
(2012)
are
statutory documents within the private, public and independent school settings; all practitioners
must
abide by and correspond with these statutory documents. Assignment Cover Sheet School of
Economics / / At OfficeTemplatesOnline.com, we understand the importance of personalization.
That’s why our cover page templates are designed to be incredibly user-friendly, allowing you to
easily customize them according to your unique preferences. Here’s why our customization features
are
a
cut above the rest: Science See also RESUME COVER LETTER FOR INTERNSHIP You don't
have any recent items yet. You don't have any Studylists yet. Thomas, S. (2008) The Introduction of
the
Foundation
Phase
in
Primary Schools in South West Wales: The Challenges of Learning and Teaching Through Play,
Wales: University of Wales. DEPARTMENT OF THE NAVY PROGRAM APPLICATION
SIGNATURE Internal Examiner External Examiner Department for Education (2012a) Development
Matters in the Early Years Foundation Stage, London: DfE Publications. Teacher signature Date (DD
/MM/YYYY) ASSIGNMENT COVER SHEET UTS: ENGINEERING &
INFORMATION TECHNOLOGY SUBJECT NAME/NUMBER NAME OF STUDENT(s)
(PRINT CLEARLY) SURNAME STUDENT ID(s). FIRST NAME STUDENT EMAIL STUDENT
CONTACT NUMBER NAME OF TUTOR TUTORIAL GROUP DUE DATE ASSESSMENT
ITEM NUMBER/ TITLE I confirm that I have read, understood and followed the guidelines for
assignment submission and presentation on page 2 of this cover sheet. I confirm that I have read,
understood and followed the advice in my Subject Outline about assessment requirements. I
understand that if this assignment is submitted after the due date it will incur a penalty for lateness
unless I have previously had an extension of time approved and have attached the written
confirmation of this extension. Declaration of Originality: The work contained in this assignment,
other than that specifically attributed to another source, is that of the author(s). I understand that,
should this declaration be found to be false, disciplinary action could be taken and penalties imposed
in
accordance with University policy and rules. In the statement below, I have indicated the extent to
which I have collaborated with others, whom I have named. Statement of Collaboration: Signature of
Student(s)
____________________________________________________________Date________________________
✂- -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ASSIGNMENT RECEIPT SUBJECT NAME
/NUMBER SIGNATURE OF TUTOR UTS: Engineering & Information Technology
(2009)
To be completed by the student if a receipt is required NAME OF TUTOR RECEIVED DATE
Assignment Cover Sheet STYLE GUIDE for ASSIGNMENT SUBMISSION Before submitting an
assignment you should refer to the policies and guidelines set out in the: • Faculty Student Guide
(eng.uts.edu.au/Current_Students/undergraduate/studentguide ) • Faculty Style Guide
(eng.uts.edu.au/Current_Students/undergraduate/Forms/EngAssignStyleGuide) • UTS Library
writing guidelines (lib.uts.edu/students/discover-your-library/referencing-and-writing ) • ELSSA
Centre for writing support (uts.edu/div/elssa/ ) • UTS Coursework Assessment Policy (uts.edu.au
/teachlearn/policies ) Unless your Subject Co-ordinator has indicated otherwise in your Subject
Outline for each subject, you must follow the instructions below for submission of assignments in
UTS: Engineering and UTS:IT. Writing Style It is usually best to write your initial draft in the default
settings of your software without formatting. Use the following guides in your writing. Font: use the
software default style to provide consistency. The recommended style includes: • 10 - 12 pt font •
consistent formatting with a limited number of fonts • lines no more than 60 characters (use wider
margins or columns if you need to make lines shorter) Purpose and Audience: use the correct genre
and
language
style expected for the particular task. Header: should include • your name and student number • the
title of the paper or task. Language: use “Plain English” for all technical writing. More information
about this language style can be found at plainenglish.co.uk/guides . Footer: should include the page
number and current date. Use spelling and grammar software tools to check your writing. Edit your
document. Standards: always use: • Australian spelling standards (Macquarie Dictionary) • SI
(International System of Units) units of measurement • ISO (International Organisation for
Standardisation) for writing dates and times for international documents. For example yyyy-mmdd
or hh-mm-ss. However, for most applications it is more helpful to present the date in full as 10
August 2008. Graphics and Tables should: • be numbered • have an appropriate heading and/or
caption • be fully labeled • be correctly referenced. Presentation Unless otherwise instructed, all
assignment submissions should be wordprocessed using spellcheck and grammar-check software.
Work should be well edited before submission. Use the following default settings. Page Setup: set
margins at no less than 20mm all round. Cover sheet and statement of originality: all work submitted
for
assessment must be the original work of the student(s) submitting the work. A standard faculty cover
sheet (see over) must be attached to the front of the submission. Any collaboration between the
submitting student and others must be declared on the cover sheet. Referencing All sources of
information used in the preparation of your submission must be acknowledged using the Harvard
system of referencing. This includes all print, video, electronic sources. Phrases, sentences or
paragraphs taken verbatim from a source must be in quotation marks and the source(s) cited using
both
in-text referencing and a reference list. Plagiarism is the failure to acknowledge sources of
information. Students should be fully aware of the meaning of plagiarism and its consequences both
to
your marks, position at the university and criminal liability. The plagiarism in your assignment
submissions can be assessed both in hard copy and in soft copy through submission to such sites as
Turnitin. The UTS Library and the ELSSA Centre (web links listed above) both have information for
students on referencing correctly to support you in avoiding plagiarism. Paper: print on A4 bond,
double -spaced and preferably double-sided, left justified. UTS: Engineering & Information
Technology (2009) Assignment Cover Sheet 1. SIMSREE 2011-13 Assignment Name Subject Name
Your Name Roll Number SYDENHAM INSTITUTE OF MANAGEMENT STUDIES, RESEARCH
AND ENTREPRENEURSHIP EDUCATION Page 1 of 1 I have stayed within length specifications.
The number of words (excluding references and appendices) is _________ I have included a Title
page, which contains the necessary information Useful for studying, I just upload to receive
download access the Student Conduct Regulation, Division 2. Academic Misconduct and the
Assessment Policy that are available on the Policies and Procedures website MOMU . Handbook for
movimg towards multiprofessional work Knight, S. (2009) Forest Schools and Outdoor Learning in
the
Early
Years, India: Sage Publications. cover sheet - Edinburgh Napier University このページの管理者
様の場合は、次の内容をご確認ください。 Journal of Asian and African Studies Monash
University Assignment Cover Sheet - Cover sheets - … The History of Cover Page for Assignment
Refuted 12:00 PM Did you find mistakes in interface or texts? Or do you know how to improve
StudyLib UI? Feel free to send suggestions. Its very important for us!
Plagiarism
is
a
practice
that
involves
the
using
of
another
persons
intellectual
output
and
presenting
it
as
ones
own.
Thanks
for
helping
me
and
my
friends
with
college
papers.
Subject
Knight,
S.
(2009)
Forest
Schools
and
Outdoor
Learning
in
the
Early
Years,
India:
Sage
Publications.
I,
name...,
i.d.no......,
jobtitle
within
company.
Hereby
Certify
That
I
I
have
included
a
Content
page,
which
is
appropriately
laid
out.
Assignment
Due
Date:
10th
August,
2015
None
children
to
determine
their
level
of
development
as
well
as
to
develop
an
understanding
of
the
children’s
interests;
practitioners
carefully
construct
activities
for
each
individual
child.
Although,
according
to
Bruce
(2010)
the
EYFS
(2012)
conjoin
summative
assessment
in
their
curriculum
by
devising
a
summary
at
the
end
of
each
academic
year
whereby
the
practitioner
determines
whether
or
not
a
child
is
showing
typical
development
for
their
age.
In
comparison,
according
to
Garrick
et
al
(2010)
the
EYFS
(2012)
and
the
Welsh
Foundation
Phase
(2008)
edify
that
children’s
progress
must
always
be
celebrated
and
that
the
learning
journey
they
encounter
is
the
most
significant
to
children’s
learning.
Self-
assessment
is
undertaken
regularly
in
the
Welsh
Foundation
Phase
(2008);
children
assess
where
they
think
they
are
in
their
attainment;
this
gives
the
teacher
a
brief
overview
as
to
where
the
child
thinks
they
are
in
their
learning
(Lindon:
2003).
Williams-
Siegfredsen,
J.
(2012)
Understanding
the
Danish
Forest
school
approach;
Early
Years
Education
in
Practice,
London:
David
Fulton.
Firstly,
the
Welsh
Assembly
Government
(2001a)
document
is
useful
as
it
exhilarates
the
Welsh
Foundation
Phase
document
(2008)
is
the
statutory
document
that
sets
the
foundations
for
children’s
learning.
The
DCELLS
(2008a)
and
the
DCSF
(2009b)
are
helpful
sources
as
they
broadcast
that
all
practitioners
across
the
EYFS
(2012)
and
the
Foundation
Phase
(2008)
shape
their
practice
around
the
EYFS
(2012)
and
the
Welsh
Foundation
Phase
document
(2008);
these
documents
support
practitioners
in
observing
and
assessing
children.
DCELLS
(2008b)
postulates
that
there
are
four
additional
documents
in
the
Foundation
Phase
(2008)
that
practitioners
must
be
aware
of,
these
are
not
statutory
documents;
these
include
the
skills
framework,
making
the
most
of
learning,
making
the
most
of
assessment
and
child
development
profile.
Furthermore,
Tassoni
(2012)
accounts
for
extensive
research
into
the
key
elements
of
the
newly
revised
EYFS
(2012)
the
text
palliates
that
Development
matters
in
the
EYFS
and
A
know
how
guide
are
the
non-
statutory
documents
for
the
EYFS.
「index.html」ファイルはRootディレクトリにアップロードされていますか？
70%
found
this
document
useful,
Mark
this
document
as
useful
One
Year
On:
A
Perspective
from
a
New
Lecturer
Purpose
–
This
study
intends
to
understand
the
reading
habits
and
attitudes
of
the
Vietnamese
undergraduate
students.
Design/
methodology/
approach
–
The
data
for
this
study
was
collected
through
a
survey.
The
population
of
the
study
was
the
Vietnamese
undergraduate
students
who
are
studying
in
Vietnam
and
abroad.
The
survey
was
uploaded
on
Google
Forms
and
share
via
social
networks
in
one
week.
A
total
of
282
responses
were
collected.
Findings
–
The
results
of
the
study
indicates
that
the
students
are
very
interested
in
reading
and
willing
to
spend
time
on
such
activity.
A
significant
shift
in
reading
materials
and
formats
was
also
found
as
the
undergraduates
has
become
more
and
more
interesting
reading
online
material.
Research
limitations/
implications
–
Limitations
in
this
study
are
related
to
the
limited
amount
of
variables
studied,
the
inclusion
of
only
universities
in
urban
areas,
and
the
small
sample
size.
Practical
implications
–
The
findings
of
the
study,
generally,
can
be
utilized
to
assist
the
Vietnamese
University
authority
and
the
library
to
look
into
the
reading
habits
of
the
students
and
upgrade
the
services
to
serve
them
more
effectively.
Keywords
Reading
habit,
Reading
behavior,
Students,
Vietnam
Paper
type
Research
paper
Is
the
category
for
this
document
correct?
None
Science
and
Maths
Early
Education
(2012a)
Early
Childhood
Education
in
Wales,
Wales:
Early
Education.
Books
I
hereby
certify
that
no
part
of
this
assignment
or
product
has
been
copied
from
any
other
student’s
work
or
from
Total
Mark:
xx
20
Submission
(Part
1)
Coversheet
to
be
completed
and
submitted
through
EASE
the
due
date
Monday
10th
August,
2015
Surname:
First
Name:
Student
Number
(must
commence
with
00):
USQ
Email
Address:
Secret
URL
of
EDX1280
Folio
of
Teaching
Resources
collection:
School
of
Teacher
Education
and
Early
Childhood
University
of
Southern
Queensland
Course
Number:
EDX1280
Course
Name:
Foundations
of
Numeracy
Assignment
ePortfolio
Part
1
see
Course
StudyGuide
Date
Uploaded:
Assignment
Due
Date:
10th
August,
2015
Declaration:
submitting
this
assignment
I
declare
that:
No
part
of
this
assignment
has
been
copied
from
any
other
work
except
where
due
acknowledgement
is
made
in
the
text,
and
No
part
of
this
assignment
has
been
written
for
me
any
other
person
except
where
such
collaboration
has
been
authorised
the
examiner
concerned.
N.
If
the
above
declaration
is
found
to
be
false,
action
will
be
taken
in
accordance
with
USQ
regulations.
Assignment
Extension
I
was
approved
an
extension
the
CE
until
(date)
i
The
markers
will
highlight
the
task
to
indicate
things
that
you
have
omitted
or
that
you
could
have
done
better.
In
the
rubric,
the
markers
will
highlight
the
cells
that
indicate
your
performance.
Where
they
feel
it
is
necessary
they
will
add
a
comment
to
describe
where
you
lost
marks.
The
markers
will
not
normally
comment
on
work
that
receives
full
marks
the
implication
of
full
marks
is
obvious.
ePortfolio
Framework
and
Marking
Rubric
1(a):
Task
and
Marking
Rubric
1(a):
Using
the
USQ
ePortfolio
system,
create
four
accessible,
pages:
1.
A
visually
appealing
page
named
containing
the
name,
USQ
student
number,
USQ
email
address
and
this
statement:
is
a
collection
of
mathematics
resources
for
the
Number
and
Algebra
strand
of
The
Australian
Curriculum:
2.
A
visually
appealing
page
named
containing
the
section
headings:
(1)
Folder
Cards,
(2)
Partial
Lesson
Plan,
(3)
Using
a
Folder
Card
to
Demonstrate
the
Inverse
Relationship
between
Addition
and
Subtraction,
and
(4)
References.
3.
A
visually
appealing
page
named
containing
the
section
headings:
(1)
Learning
and
Teaching
Resource
for
(2)
Partial
Lesson
Plan,
(3)
Using
the
Resource
to
Introduce
Division,
and
(4)
References.
4.
A
visually
appealing
page
named
containing
the
section
headings:
(1)
Learning
and
Teaching
Resource
for
Comparing,
(2)
Partial
Lesson
Plan,
(3)
Using
the
Resource
in
a
Comparing
Activity,
and
(4)
References.
5.
The
four
pages
above
(Home,
and
Comparing)
added,
in
the
correct
order,
to
a
collection
titled
Folio
of
Teaching
which
is
easily
accessible
to
markers
via
a
single
secret
URL.
0
marks
0
marks
1
mark
1.
Most
items
missing,
no
attempt
at
setting
out,
unreadable
font
A
couple
of
items
missing,
incorrect
wording,
poor
spelling
or
presentation
All
items
included
and
well
presented
(i.
set
out
neatly
and
easy
to
read)
2.
Most
items
missing,
no
attempt
at
setting
out,
unreadable
font
A
couple
of
items
missing,
incorrect
wording,
poor
spelling
or
presentation
All
items
included
and
well
presented
(i.
set
out
neatly
and
easy
to
read)
3.
Most
items
missing,
no
attempt
at
setting
out,
unreadable
font
A
couple
of
items
missing,
incorrect
wording,
poor
spelling
or
presentation
All
items
included
and
well
presented
(i.
set
out
neatly
and
easy
to
read)
4.
Most
items
missing,
no
attempt
at
setting
out,
unreadable
font
A
couple
of
items
missing,
incorrect
wording,
poor
spelling
or
presentation
All
items
included
and
well
presented
(i.
set
out
neatly
and
easy
to
read)
5.
Multiple
pages
missing
or
secret
URL
work
first
time.
Pages
not
in
correct
order
or
missing
incorrect
collection
title
All
pages
present
in
correct
order,
correct
collection
title,
working
URL
Comment:
ii
(2)
Partial
Lesson
Plan
(4
marks)
Plan
the
first
phase
of
a
Year
3
lesson
with
the
aim
being
to
reinforce
the
inverse
relationship
between
addition
and
subtraction.
Complete
the
partial
lesson
plan
provided,
upload
it
to
your
ePortfolio
and
link
it
to
your
page.
Ensure
that
all
details
are
completed:
1.
In
the
preliminaries
section,
include
your
name,
the
due
date,
the
year
level,
the
lesson
aim,
the
strand,
a
content
description
including
the
curriculum
description
code
as
a
hyperlink
to
The
Australian
Curriculum:
Mathematics
and
a
relevant
elaboration
from
The
Australian
Curriculum
or
written
you
is
necessary.
Also
include
relevant
prerequisite
skills
that
the
students
should
bring
to
the
lesson.
2.
In
the
Orientating
Phase
section,
include
a
specific
learning
outcome,
the
time
required
and
the
strategies
you
would
use,
including
the
demonstration
in
section
(3),
the
language
model
stage
to
be
used
in
the
demonstration
(but
not
a
script),
key
questions
you
would
ask
and
any
other
activities
you
would
include.
This
entire
phase
does
not
need
to
be
included
in
the
demonstration
in
section
(3).
Also
include
how
the
class
would
be
organised
and
a
resources
list.
The
completed
partial
lesson
plan
is
to
fit
on
a
single
A4
page
using
the
font
provided.
0
marks
0
marks
Most
items
in
the
preliminaries
section
are
not
complete
Most
items
in
the
preliminaries
section
are
complete
All
items
in
the
preliminaries
section
are
complete
with
mostly
appropriate
data
All
items
in
the
preliminaries
section
are
complete
with
appropriate
data
Most
items
in
the
Orientating
Phase
section
are
not
complete
Most
items
in
the
Orientating
Phase
section
are
complete
All
items
in
the
Orientating
Phase
section
are
complete
with
mostly
appropriate
data
All
items
in
the
Orientating
Phase
section
are
complete
with
appropriate
data
1.
2.
1
mark
1
marks
4
marks
There
is
alignment
among
the
lesson
aim,
the
content
description,
the
elaboration,
the
learning
outcome
and
the
planned
strategies
the
language
stage
and
the
demonstration
in
section
(3)
Comment:
iv
(3)
Using
a
Folder
Card
to
Demonstrate
the
Inverse
Relationship
between
Addition
and
Subtraction
(4
marks)
Show
how
you
would
use
one
of
your
folder
cards
to
demonstrate
the
inverse
relationship
between
addition
and
subtraction
to
Year
3
children.
This
demonstration
is
meant
to
be
part
of
the
Orientating
Phase
from
the
partial
lesson
plan
in
section
(2).
There
are
two
aspects
to
the
demonstration:
1.
The
that
you
would
use
during
the
demonstration.
This
can
be
presented
as
a
script
of
what
you
would
say
as
you
are
speaking
to
the
class.
(maximum
300
words)
2.
The
way
in
which
you
would
manipulate
the
folder
card
at
each
step
of
the
demonstration.
This
can
be
presented
as
a
series
of
photographs
alongside
the
relevant
script.
Instead
of
providing
a
script
with
photographs,
you
may
create
a
short
video.
(maximum
3
minutes)
The
section
requires
the
script
with
photographs
OR
a
video,
NOT
both.
0
marks
0
marks
1
mark
1
marks
Inaccurate
use
of
vocabulary,
or
not
provided
Partially
accurate
use
of
vocabulary
A
satisfactory
demonstration
of
the
vocabulary
that
you
would
use
when
speaking
to
children
An
advanced
demonstration
clearly
linking
with
the
language
stage
included
in
the
partial
lesson
plan
in
section
(2)
Inaccurate
manipulation
of
the
folder
card,
or
video
not
provided
Partially
accurate
manipulation
of
the
folder
card
Accurate
manipulation
of
the
folder
card
Manipulation
of
folder
card
synchronised
with
the
vocabulary
used
1.
2.
4
marks
An
excellent
demonstration
that
could
be
used
as
a
model
others
hard
to
find
any
areas
for
improvement
Comment:
(4)
References
and
presentation
The
sources
of
any
copyright
material
used
on
this
page
should
be
referenced
in
APA
style.
0
marks
0
marks
1
mark
No
references
References
provided
but
not
necessarily
in
APA
style
Full
referencing
in
APA
style
Poor
presentation
Fair
presentation
Excellent
presentation
Low
levels
of
literacy
Some
spelling
mistakes
and
grammatical
errors
3)
High
levels
of
literacy
(less
than
3
errors)
Comment:
v
The
markers
will
highlight
the
task
to
indicate
things
that
you
have
omitted
or
that
you
could
have
done
better.
In
the
rubric,
the
markers
will
highlight
the
cells
that
indicate
your
performance.
Where
they
feel
it
is
necessary
they
will
add
a
comment
to
describe
where
you
lost
marks.
The
markers
will
not
normally
comment
on
work
that
receives
full
marks
the
implication
of
full
marks
is
obvious.
The
page
and
Marking
Rubric
2:
Task
and
Marking
Rubric
2:
There
are
4
sections
to
be
completed
on
the
page:
(1)
Learning
and
Teaching
Resource
for
(6
marks)
You
are
required
to
make
a
creative
Learning
and
Teaching
Resource
for
The
resource
needs
to
be
suitable
to
demonstrate
the
concepts
of
multiplication,
partition
division
and
quotition
division
at
the
Language
stage.
The
resource
should
be
and
large
enough
to
be
used
with
a
whole
class
(approximately
30
students).
1.
You
will
photograph
the
resource
and
embed
sufficient
photographs
on
the
page
to
clearly
display
all
the
significant
features
of
the
resource.
Each
photograph
is
to
be
appropriately
labelled.
At
least
one
of
the
photographs
needs
to
display
a
sign
stating
S2,
so
that
we
can
be
reasonably
sure
that
you
made
the
resource.
The
resource
MUST
be
uniquely
yours.
You
may
not
take
photographs
or
download
images
of
existing
resources.
This
would
be
considered
plagiarism
for
the
purpose
of
this
assignment.
2.
You
are
to
provide
a
description
of
how
the
resource
was
made,
what
materials
you
used
and
the
dimensions
of
the
completed
resource
(maximum
200
words).
3.
You
are
to
state
that
purpose
of
(the
resource)
is
to
help
children
develop
the
concepts
of
multiplication
and
Then
go
on
to
state
the
concept
of
multiplication
and
the
concept
of
division.
Also
state
that
resource
should
be
used
at
the
language
stage
of
the
language
Then
go
on
to
link
the
language
model
and
the
theories
on
which
it
is
based.
(maximum
100
words)
0
marks
Photograph(s)
not
present
or
not
visible
to
the
marker
1.
2.
3.
0
marks
The
photograph(s)
display
errors
in
design
scrappy
work
show
all
the
significant
features
of
the
resource
1
mark
1
marks
The
labelled
photograph(s)
clearly
display
all
significant
features
of
the
resource
which
has
no
obvious
errors
but
has
minor
limitations
The
labelled
photograph(s)
display
a
wellmade
resource
with
strong
visual
appeal
that
is
classroom
ready
2
marks
The
labelled
photograph(s)
display
an
excellent
creative
resource
that
is
well
designed
and
is
highly
for
use
in
a
classroom
context
Note:
1
mark
will
be
deducted
if
S2,
is
not
visible.
If
the
marker
suspects
the
resource
is
plagiarized,
then
0
will
be
recorded
until
the
original
is
sighted
the
Course
Examiner.
Description
is
Description
Description
is
Description
is
Description
is
missing
cover
all
points
satisfactory
clear,
covering
clear
and
could
covering
all
all
points
be
used
as
a
points
model
for
others
The
required
The
required
The
required
The
concepts
of
The
concepts
are
statements
are
statements
are
statements
are
multiplication
correctly
stated
missing
present
but
the
present
and
the
and
division
are
and
the
language
both
concept
concept
of
concepts
of
correctly
stated
model
is
clearly
statements
are
multiplication
or
multiplication
and
the
language
linked
to
theory
incorrect
the
concept
of
and
division
are
model
is
linked
in
an
advanced
division
is
both
correctly
to
theory
explanation incorrectly stated stated Comment: ii (3) Using the Resource to Introduce Division (4
marks)
Show
how
you
would
use
the
resource
to
demonstrate
to
Year
2
children
the
concept
of
multiplication
(as a revision exercise) and the concept of division across both division types (as an introduction).
This
demonstration
is
meant
to
be
part
of
the
Orientating
Phase
from
the
partial
lesson
plan
in
section
(2).
There
are
two
aspects
to
the
demonstration:
1.
The
that
you
would
use
during
the
demonstration.
This
can
be
presented
as
a
script
of
what
you
would
say
as
you
are
speaking
to
the
class.
(maximum
300
words)
2.
The
way
in
which
you
would
manipulate
the
resource
at
each
step
of
the
demonstration.
This
can
be
presented
as
a
series
of
photographs
alongside
the
relevant
script.
Instead
of
providing
a
script
with
photographs,
you
may
create
a
short
video
or
use
PowerPoint, Prezi or Movie Maker, etc. to create a presentation. (maximum 3 minutes or 300 words)
The
section
requires
the
script
with
photographs
OR
a
video
OR
a
presentation, NOT more than one. 1. 2. 0 marks 0 marks 1 mark 1 marks Inaccurate use of
vocabulary,
or
not
provided
Partially
accurate
use
of
vocabulary
A
satisfactory
demonstration
of
the
vocabulary
that
you
would
use
when
speaking
to
children
An
advanced
demonstration
clearly
linking
with
the
language
stage
included
in
the
partial
lesson
plan
in
section
(2)
Accurate
manipulation
of
the
resource
Manipulation
of
the
resource
synchronised
with
the
vocabulary
used
Inaccurate
Partially
accurate
manipulation
of
manipulation
of
the
resource, or the resource not provided 4 marks An excellent demonstration that could be used as a
model
others
hard
to
find
any
areas
for
improvement
Comment:
(4)
References
and
presentation
The
sources
of
any
copyright
material
used
on
this
page
should
be
referenced
in
APA
style.
0
marks
0
marks
1
mark
No
references
References
provided
but
not
necessarily
in
APA
style
Full
referencing
in
APA
style
Poor
presentation
Fair
presentation
Excellent
presentation
Low
levels
of
literacy
Some
spelling
mistakes
and
grammatical
errors
3)
High
levels
of
literacy
(less
than
3
errors)
Comment:
v
Total
Mark:
xx
15 Submission (Part 3) Coversheet to be completed and submitted the due date Monday 05 Oct 2015
Surname:
First
Name:
Student
Number
(must
commence
with
00):
USQ
Email
Address:
Secret
URL
of
EDX1280
Folio
of
Teaching
Resources
collection:
(This should be the same as the working secret URL provided for Parts 1 and 2.) School of Teacher
Education
and
Early
Childhood
University
of
Southern
Queensland
Course
Number:
EDX1280
Course
Name:
Foundations
of
Numeracy
Assignment
ePortfolio
Part
3
see
Course
StudyGuide
Date
Uploaded:
Assignment
Due
Date:
05 Oct 2015 Declaration: submitting this assignment I declare that: No part of this assignment has
been
copied
from
any
other
work
except
where
due
acknowledgement
is
made
in
the
text,
and
No
part
of
this
assignment
has
been
written
for
me
any
other
person
except
where
such
collaboration
has
been
authorised
the
examiner
concerned.
N.
If
the
above
declaration
is
found
to
be
false,
action
will
be
taken
in
accordance
with
USQ
regulations.
Assignment
Extension
I
was
approved
an
extension
the
CE
until
(date)
i
(2)
Partial
Lesson
Plan
(4
marks)
Plan
the
first
or
second phase of a lesson with the aim linked to the purpose that you identified in section (1).
Complete
one
of
the
partial
lesson
plans provided, upload it to your ePortfolio and link it to your Comparing page. Ensure that all
details
are
completed:
1.
In
the
preliminaries
section,
include
your
name,
the
due
date,
the
year
level,
the
lesson
aim,
the
strand,
a
content
description
including
the
curriculum
description
code
as
a
hyperlink
to
The
Australian
Curriculum:
Mathematics
and
a
relevant
elaboration
from
The
Australian
Curriculum
or
written
you
is
necessary.
Also
include
relevant
prerequisite
skills
that
the
students
should
bring
to
the
lesson.
2.
In
the
Orientating
Phase
section
or
Enhancing Phase section, include a specific learning outcome, the time required and the strategies
you
would
use,
including
the
demonstration
in
section
(3),
the
language
model
stage
to
be
used
in
the
demonstration
(but
not
a
script),
key
questions
you
would
ask
and
any
other
activities
you
would
include.
This
entire
phase
does
not
need
to
be
included
in
the
demonstration
in
section
(3).
Also
include
how
the
class
would
be
organised
and
a
resources
list.
The
completed
partial
lesson
plan
is
to
fit
on
a
single
A4
page
using
the
font
provided.
0
marks
0
marks
Most
items
in
the
preliminaries
section
are
not
complete
Most
items
in
the
preliminaries
section
are
complete
All
items
in
the
preliminaries
section
are
complete
with
mostly
appropriate
data
All
items
in
the
preliminaries
section
are
complete
with
appropriate
data
Most
items
in
the
Orientating
Phase
or
Enhancing Phase section are not complete Most items in the Orientating Phase or Enhancing Phase
section
are
complete
All
items
in
the
Orientating
Phase
or
Enhancing Phase section are complete with mostly appropriate data All items in the Orientating
Phase
or
Enhancing Phase section are complete with appropriate data 1. 2. 1 mark 1 marks 4 marks There is
alignment
among
the
lesson
aim,
the
content
description,
the
elaboration,
the
learning
outcome
and
the
planned
strategies
the
language
stage
and
the
demonstration
in
section
(3)
Comment:
(3)
Using
the
Resource
in
a
Comparing
Activity (4 marks) Show how you would use the comparing cards resource to demonstrate to whole
class
or
how
students
might use the cards in a group activity. This demonstration is meant to be part of the Orientating
Phase
or
Enhancing Phase from the partial lesson plan in section (2). There are two aspects to the
demonstration:
1.
The
that
you
would
use
during
a
demonstration
or
that
the
students
would
use
during
a
group activity. This can be presented as a script of what you would say as you are speaking to the
class
or
what
the
students
would
say
as
they
spoke to each other. (maximum 300 words) 2. The way in which you or the students would
manipulate
the
cards
at
each
step
of
the
demonstration
or
group activity. This can be presented as a series of photographs alongside the relevant script. Instead
of
providing
a
script
with
photographs,
you
may
create
a
short
video
or
use
PowerPoint, Prezi or Movie Maker, etc. to create a presentation. (maximum 3 minutes or 300 words)
The
section
requires
the
script
with
photographs
OR
a
video
OR
a
presentation, NOT more than one. 0 marks 0 marks 1 mark 1 marks Inaccurate use of vocabulary, or
not
provided
Partially
accurate
use
of
vocabulary
A
satisfactory
demonstration
of
the
vocabulary
that
would
be
used
An
advanced
demonstration
clearly
linking
with
the
language
stage
included
in
the
partial
lesson
plan
in
section
(2)
Inaccurate
manipulation
of
the
cards, or not provided Partially accurate manipulation of the cards Accurate manipulation of the
cards
Manipulation
of
the
cards
synchronised
with
the
vocabulary
used
1.
2.
4
marks
An
excellent
demonstration
that
could
be
used
as
a
model
others
hard
to
find
any
areas
for
improvement
Comment:
(4)
References
and
presentation
The
sources
of
any
copyright
material
used
on
this
page
should
be
referenced
in
APA
style.
0
marks
0
marks
1
mark
No
references
References
provided
but
not
necessarily
in
APA
style
Full
referencing
in
APA
style
Poor
presentation
Fair
presentation
Excellent
presentation
Low
levels
of
literacy
Some
spelling
mistakes
and
grammatical
errors
3)
High
levels
of
literacy
(less
than
3
errors)
Comment:
iv
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Years (2012b) “Revised EYFS Framework in 2012”, foundationyears.org/quality- provision/early-
years-foundation-stage-framework/[Accessed on 11.12]. Customize, adapt, and make it uniquely
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B. (2010) Bringing the Montessori Approach to your Early Years, USA and Canada: Routledge.
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Department for Children, Education, Lifelong Learning and Skills (2008b) Skills Framework for 3
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Education (2012) “Early Years Foundation Stage (EYFS)” education.gov/schools
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Glazzard, J., Chadwick, D., Webster, A., and Percival, J. (2010) Assessment for Learning in the
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(2010) Children’s experiences of the Early Years Foundation Stage, Great Britain: Department for
Education. Please commence typing your assignment on the following page. You may need
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every eight children and in years one and two, one adult to every fifteen children (DCELLS: 2008b).
In contrast, according to Palaiologou et al (2010) the EYFS (2012) has an adult child ratio of one
adult to every fifteen children in nursery and reception classes and a ratio of one adult to every
thirty children in year two. The Foundation Phase (2008) envisages that the more quality
practitioners there are for children the higher quality learning will be provided for the children (The
Welsh Government: 2012 and Thomas: 2008). However, the Department for Education (2012c: p18)
postulates ‘staffing arrangements must.... meet the needs.... of all children and ensure... their safety’.
The EYFS (2012) requisite that children’s safety is indispensable in terms of staff child ratios;
children need to be adequately supervised to make certain their needs are met (Early Education:
2012b). Subsequently, Griffiths (2012) composes that the Welsh Foundation Phase (2008) believes
the ratios are the most important and valuable attribute of children’s learning; in an average class of
thirty they have four or more practitioners. This becomes a real boost for the children as they can
interact with practitioners as well as develop their thinking and ideas through activities with a
magnitude of quality adults (Nutbrown, Clough, and Selbie: 2008). Individual Assignment Cover
Sheet ISB The public IP address assigned to you, by your internet provider, might be suffering from
poor reputation: Look up IP reputation here. IP addresses from VPN providers or public networks
often have poor reputation. 8. plagiarism includes the act of assisting or allowing another person to
plagiarise or to copy my work. You don't have any courses yet. 04:00 AM assessment-cover-sheet-
Mathematical-Sciences Bruce, T. (2010) Early Childhood: A guide for Education Student, London:
Sage. referenced. I have also not submitted any part of this assignment for another Langston, A., and
Doherty, J. (2012) The New EYFS in Practice, Great Britain: Bloomsbury Publishing PLC.
Foundations of Curriculum and Pedagogy author(s). I understand that, should this declaration be
found to be false, disciplinary action could be taken and penalties imposed in 11:59 PM UTS:
Engineering & Information Technology (2009) Assignment Cover Sheet 02:00 AM Secret URL of
EDX1280 Folio of Teaching Resources collection: Department for Children, Education, Lifelong and
Learning Skills (2009) “Foundation Phase Outdoor Learning Experiences Report 2009” wales.gov
/docs/dcells/publications/090916foundationolereporten.pdf [Acce ssed on 17.12]. See more College
of Education assignment cover sheet Research within Early Childhood Studies Research within Early
Childhood Studies Early Education (2012a) Early Childhood Education in Wales, Wales: Early
Education. You don't have any courses yet. Firstly, the Welsh Assembly Government (2001a)
document is useful as it exhilarates the Welsh Foundation Phase document (2008) is the statutory
document that sets the foundations for children’s learning. The DCELLS (2008a) and the DCSF
(2009b) are helpful sources as they broadcast that all practitioners across the EYFS (2012) and the
Foundation Phase (2008) shape their practice around the EYFS (2012) and the Welsh Foundation
Phase document (2008); these documents support practitioners in observing and assessing children.
DCELLS (2008b) postulates that there are four additional documents in the Foundation Phase
(2008) that practitioners must be aware of, these are not statutory documents; these include the skills
framework, making the most of learning, making the most of assessment and child development
profile. Furthermore, Tassoni (2012) accounts for extensive research into the key elements of the
newly revised EYFS (2012) the text palliates that Development matters in the EYFS and A know
how guide are the non-statutory documents for the EYFS. In comparison, Elfer, Goldschmied and
Selleck (2011) state the Foundation Stage (2012) and the Foundation Phase (2008) edict that
sustained shared thinking is a primary element within the curriculum; this is promoted through
operative and efficacious questioning. The Welsh curriculum and the EYFS ignite emphasis upon
questioning and answering (DCELLS: 2008d). Likewise, according to Bradford (2012) the
Foundation Phase (2008) asserts that children’s phonics and decoding skills are not a centralised
element within the curriculum; as they believe speaking and listening helps to develop children’s
vocabulary, speech and articulation skills (Papatheodorou and Moyles: 2009). The EYFS (2012)
rejuvenate that reading and writing skills follow later after the speaking and listening skills have
developed; the EYFS (2012) ignite that children need a plethora of opportunities to read and write
as well as speak and listen even at an early age (Department for Education: 2012). On the other
hand, Shepherd (2008) and Foundation years (2012a) express that the Foundation Phase (2008)
revitalises that speaking and listening skills are what they are really interested in; they believe
children flourish from listening to and telling stories as this enhances their imagination; it is
ubiquitous in their learning. There are lots of areas dedicated to speaking and listening skills within
the EYFS (2012) and Foundation Phase (2008); designating areas of interest for the children such as
areas for singing and dressing up are essential (Miller and Pound: 2011). Save Assignment Cover
Page Sample 01 For Later … appointed and aspiring lecturers 22/23 … 70% found this document
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