Assessment 1 

Written Assessment - Mapping Possibilities for STEM Inquiry in Early Childhood 

Weighting: 50%

Due date: Monday 20th April 2026, 11:45pm (AEST)

Task Type: Individual task

Referencing Style: American Psychological Association 7th Edition (APA 7th edition)

Word count: 1800 words plus visuals

Format: Flexible – choose a platform that suits your creativity (e.g., Canva, Padlet, PowerPoint, Book Creator, or similar).

Font: Any clear font, minimum size 12

Referencing: Unit's materials and e-reading list from Moodle (minimum 10 sources from the ones provided). Images taken from the internet must also be referenced. 

GenAI Use: Level 3 
Submission Guidelines

This assessment will be explained further during tutorials. Please attend tutorials, watch the recordings and review all materials provided in Moodle.

Submit your assessment through Moodle only. Email submissions will not be accepted.
Drafts will not be reviewed or marked by the lecturer.
All components must be submitted in one document, including the reference list and any required links.
Photos, voices or videos of children must not be included in this task.

Overview

This assessment invites you to explore the importance and possibilities of STEM in early childhood education through two creative components:

A reflective narrative that synthesises literature and policy.
A scenario-based inquiry plan presented as a journey of discovery.
You are encouraged to use storytelling, visual thinking and multimodal formats to communicate your ideas, while aligning with curriculum frameworks and pedagogical principles.

Part 1: STEM in Story and Reflection – Literature and Policy Review 

Write a personal teaching story that illustrates your understanding of STEM in early childhood. You may choose to present this as:

A journal entry from your teaching practice.
A letter to a colleague or future educator.
A day-in-the-life story of a teacher or child engaging with STEM.
Your story should include:

Why STEM matters in early childhood
Use a real or imagined moment with children to illustrate how STEM supports curiosity, problem-solving and exploration.
How STEM works best when integrated
Reflect on how children naturally blend science, technology, engineering and maths in play and inquiry.
The power of real-world contexts
Describe a moment where children engaged with STEM through everyday experiences, such as building with recycled materials, exploring shadows, or mixing water and sand.
Connections to the EYLF (AGDE, 2022) and unit’s Moodle materials
Highlight key principles and practices (pp. 14–26) that align with your story, such as:
Learning through play
Inquiry-based learning
Holistic development
Relationships and belonging
Part 2: Scenario-Based Inquiry Planning

Select one scenario provided by your lecturer and reimagine it as a STEM adventure. Present your planning as a storybook, illustrated map, or inquiry journal that unfolds the scenario as a journey of discovery.

Include the following sections:

a. Children’s Inquiry Focus 

Identify a central problem or inquiry topic.
Suggest potential questions children might ask.
Describe what aspects of the world children may be curious about in relation to the scenario.
Use storytelling or visual elements to bring this inquiry to life.
b. Web of Possibilities 

Create a mind map, flowchart or illustrated web showing the directions the inquiry could take.
Think broadly about the learning opportunities the scenario could afford.
Highlight connections to different STEM disciplines.
c. Teacher’s Role and Planning 

Write a reflective journal entry or plan to describe:

How will you guide and support children’s investigations?
Investigative processes you will use (e.g., observation, experimentation, documentation).
How children will represent and communicate their ideas (e.g., clay, drawing, painting, digital tools).
How will you scaffold key concepts and language?
Resources you will use (books, digital texts, images).
Implications for the learning environment as the “third teacher.”
d. Curriculum Connections 

Link your inquiry to:

The Early Years Learning Framework for Australia (AGDE, 2022).
Analytical, Critical and Creative Thinking.
Integration across STEM disciplines (Science, Technology, Engineering, Mathematics).
The unit’s Moodle materials
 

Scenarios 

Please select one of the following scenarios for your assessment 1: 

Babies (0–18 months)
Light and Movement
Sunlight streams through a window and reflects off a hanging mobile. Babies lying on mats notice shifting patterns on the floor. They track the light with their eyes, reach towards the moving shapes, and respond with kicks or vocal sounds. Over time, they observe how patterns change in relation to the mobile’s movement and the sun’s position.
Textures and Touch
Babies explore a basket of textured objects: smooth wooden rings, soft cloth squares, and bumpy balls. They grasp, mouth and rub items against their skin. Some return to familiar textures repeatedly, while others compare two objects side by side. Their actions show curiosity about differences in surface, weight, and temperature.
Toddlers (18 months–3 years)
Rolling and Speed
Toddlers discover cardboard tubes and balls in the construction area. They roll balls down tubes and notice how speed changes with slope and surface. They begin adjusting angles, stacking blocks to make ramps and comparing which ball reaches the bottom first. Their play evolves into testing predictions about “fast” and “slow.”
Water and Flow
After water play, toddlers notice puddles forming on the outdoor path. They stomp and splash, then start pouring water from cups into puddles. They watch ripples spread and objects float or sink. Some begin moving water between containers, observing how volume and flow change.
Pre-Kinder (3–4 years)
Colour Mixing
Children use clear cups of coloured water: red, blue, yellow and begin pouring two colours together. They notice new colours forming and start predicting outcomes before mixing. They compare shades and experiment with adding more or less of each colour, exploring cause and effect.
Shadow Play
On a sunny day, children notice their shadows stretching across the playground. They jump, run, and trace shadows with chalk. They compare sizes at different times and begin asking why shadows move and change shape. Some test shadows with toys and objects, noticing patterns.
Kinder (4–5 years)
Floating and Sinking
Children collect natural and classroom objects, such as leaves, stones, and plastic lids, and test them in a water tub. They predict which will float or sink and record results. They begin asking why some heavy things float and experiment with wrapping or changing objects to see if the outcomes change.
Ramp Races
Children build ramps using planks and blocks. They roll balls down and notice differences in speed and distance. They start testing which ramp makes the ball go the furthest, adjusting the height and surface texture. Their play becomes focused on comparing results and refining designs.
Sound and Distance
Children use cardboard tubes as pretend telephones. They speak through one end and listen at the other, noticing how sound changes. They try longer and shorter tubes, compare which carries sound better and begin asking why sound travels differently.
Building Strong Structures
Children use blocks and recycled materials to build towers and bridges. They notice some collapse while others stay strong. They start experimenting with wider bases, different shapes and adding supports. Their play shifts towards testing which designs hold more weight.
Important information:

Word count for this assignment: 1800 words maximum

The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text citations and direct quotations.

AI: level 3
You may use AI to assist with this task, such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any AI-generated content.
Any misuse or failure to disclose information regarding AI tools will be considered a breach of academic integrity. 
Disclosure: Include a short note on your assessment cover page listing any AI tools used, which sections they were used in, and how they were used. Also, list the AI tool(s) in your reference list, following APA 7 style.
 

72-Hour Extension

The 72-Hour grace period applies to this assessment 

If you need longer than 72 hours, you'll still need to use the normal Assessment Extension System process.

No photos, videos or voices of children 

To ensure ethical and legal compliance, photos, videos, or voice recordings of children must not be included in this task. Please use only de‑identified materials, written observations, diagrams, or descriptions that do not reveal a child’s identity.

Assessment criteria

Your work will be assessed using the following criteria:

1. Understanding and Interpretation of STEM in Early Childhood

Demonstrates a clear and accurate understanding of the importance of STEM in early childhood education.

Explains how STEM supports curiosity, inquiry, problem‑solving, and exploration in young children.

Shows insight into how STEM naturally integrates across play and real‑world contexts.

Draws meaningfully on the EYLF (AGDE, 2022) principles and practices (pp. 14–26) to support conceptual understanding.

2. Quality and Depth of Reflective Narrative (Part 1)

Creates an engaging, coherent teaching story (journal entry, letter, day‑in‑the‑life narrative, etc.).

Uses storytelling effectively to illuminate STEM concepts demonstrated in children’s play and inquiry.

Integrates theory, research, and policy to deepen the narrative (minimum 10 unit‑provided sources).

Shows reflective thinking about practice, learning, relationships, and pedagogy.

Communicates professionally and creatively while maintaining academic integrity.

3. Design and Representation of the Scenario‑Based STEM Inquiry (Part 2)

Clearly identifies a central inquiry focus from the selected scenario.

Presents children’s possible questions, curiosities, and investigative directions.

Uses a multimodal format (map, storybook, flowchart, inquiry journal, etc.) to creatively represent the inquiry journey.

Shows originality, thoughtful design, and appropriate use of visuals (all ethically sourced and referenced).

Demonstrates alignment between children’s inquiry behaviours and STEM learning opportunities.

4. Web of Possibilities: Breadth and Integration of STEM Concepts

Provides a rich, well‑structured web, mind map, or diagram that shows multiple possible inquiry pathways.

Highlights clear connections across STEM disciplines (Science, Technology, Engineering, Mathematics).

Identifies broad learning opportunities, including unintended or emergent possibilities.

Shows an ability to think expansively about pedagogy, discovery, and inquiry‑driven learning.

5. Teacher’s Role, Planning, and Pedagogical Intentionality

Demonstrates strong understanding of inquiry‑based teaching approaches.

Clearly describes the teacher’s role in scaffolding, observing, extending thinking, and using language intentionally.

Identifies suitable documentation practices, investigative processes, and representation strategies.

Connects planning decisions to resources, environment design, and the concept of the learning environment as the “third teacher.”

Reflects critically on how teacher choices foster meaningful STEM learning.

6. Curriculum, Framework, and Unit Material Alignment

Accurately links the inquiry to:

The Early Years Learning Framework (AGDE, 2022)

Creative and Critical Thinking

Relevant STEM disciplinary concepts

Weekly unit materials and required readings

Demonstrates sound understanding of curriculum frameworks, their intent, and their role in guiding practice.

7. Academic Writing, Presentation and Use of Multimodal Elements

Presents the work clearly, logically, and creatively using a chosen digital platform (e.g., Canva, Padlet, PowerPoint, Book Creator).

Integrates visuals in ways that enhance understanding and support the written analysis.

Demonstrates correct APA7 referencing for all text sources and internet images.

Maintains readability (font size ≥12) and meets the 1800‑word limit.

Submits all required components in one complete document.

8. Ethical and Responsible Use of Generative AI (Level 3)

Uses AI appropriately for drafting, refinement, or evaluation—not content generation.

Critically reviews and edits any AI‑assisted content to ensure originality and accuracy.

Includes a clear AI disclosure statement on the cover page.

Lists AI tools in the reference list following APA7 guidelines.

Demonstrates academic integrity in all uses of AI.

9. Ethical Requirements: No Children’s Images, Audio, or Video

Complies fully with the requirement to avoid photos, videos, or voice recordings of children.

Uses only de‑identified materials such as sketches, written descriptions, diagrams, or symbolic representations.

Ensures all visuals meet ethical and legal standards.

Assessment 2

Group Podcast or Digital Storytelling Series – Sustainability In Early Childhood Education

Weighting: 50%
Due: Thursday 14th May 2026, 11:45pm (AEST)
Task Type: Group Task, work in groups of 3–4 members. Form your group following your lecturer’s instructions. Document contributions and decisions for transparency. Ensure equal participation and respect for diverse ideas.
Format: Flexible – choose a platform that suits your creativity (e.g., Canva, Padlet, PowerPoint, Book Creator or similar).
Font: Any clear font, minimum size 12

Referencing Style: American Psychological Association 7th Edition (APA 7th edition)

GenAI Use: Level 3 

Submission Guidelines

This assessment will be explained further during tutorials. Please attend tutorials, watch the recordings and review all materials provided in Moodle. Submit your assessment through Moodle only. Email submissions will not be accepted.
Drafts will not be reviewed or marked by the lecturer.
All components must be submitted in one document, including the reference list and any required links. Links must be active and accessible, and they should be pasted inside the document for easy access. Submit one document that includes working links to your podcast audio/video, portfolio, reflection, and reference list. 
 
This task includes:
✔ Podcast episode or narrated digital story (4-5 minutes)
✔ Creative Portfolio with visuals and text (1000 words)
✔ Reflection (400 words)
✔ APA7 Reference List (Minimum 10 scholarly sources from unit materials and Moodle eReadings)

Photos, voices or videos of children must not be included in this task.

Overview
Sustainability is a foundational principle in the Early Years Learning Framework (EYLF), encompassing environmental, social, and economic dimensions:

Environmental sustainability: Caring for and improving the natural world.
Social sustainability: Inclusion, fairness, and respectful relationships within resilient communities.
Economic sustainability: Development without compromising environmental or social wellbeing (AGDE, 2022, p. 17).
 

Task Description
This assessment consists of three integrated parts designed to explore sustainability in early childhood education through research, creative media and reflective practice. Your group will work collaboratively to produce:

Part 1: Research Roundtable
Create a 4 to 5-minute podcast episode or narrated digital story in a conversational style (like a professional panel discussion).
Each group member shares insights from one scholarly article from the unit’s Moodle site (no external resources).
Discuss and debate key ideas, implications for practice and provocations raised by the readings.
Goal: Demonstrate understanding of sustainability concepts and their relevance to early childhood education.
Part 2: Creative Portfolio (1000 words + visuals)
Connect theory to practice by presenting sustainability in action through two components:

A. Observation of Sustainability Practices
Describe 2–3 (in total) specific practices observed during placement that demonstrate:
Environmental sustainability (e.g., recycling, gardening).
Social sustainability (e.g., inclusion, fairness).
Economic sustainability (e.g., reducing waste).
Make explicit links to:
EYLF principles and practices (AGDE, 2022).
National Quality Standard (NQS) (Quality Areas 1 & 3).
Unit’s materials (Moodle site).
Use photos of environments (without children), diagrams, or symbolic visuals.
B. Child-Led Sustainability Project
Identify a topic of interest related to sustainability that emerged from children’s engagement during your placement.
Design and describe a small potential project based on this interest:
What is the goal/focus of the project?
What materials and resources would you use?
How would you set up the environment?
How would you involve children in planning and doing the project?
Document the project creatively:
Children’s voices (through captions or role-play text).
Drawings, props, or symbolic visuals.
Evidence of children’s thinking and engagement.
Link the project to EYLF, NQS principles and unit’s materials.
Reflect on:
§  How would you support children’s inquiry and participation? 

§  What strategies would you use to listen to children’s ideas and voices? 

§  Why is listening to children important for meaningful sustainability education?

Part 3: Group Reflection (400 words)
 

·      How did working in a group influence your understanding of sustainability in early childhood education? What key insights/learning have you gained from the literature, NQS, EYLF and completing this collaborative task about sustainability in early childhood education?

·      How did your group work together to complete this task (e.g., roles, communication, challenges, and strategies)? Was the workload shared equally? Reflect on the strengths each member brought to the group and how these contributed to the final outcome.

Important information:

Word count for this assignment: 1800 words maximum

The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text citations and direct quotations.

AI: level 3
You may use AI to assist with this task, such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any AI-generated content.
Any misuse or failure to disclose information regarding AI tools will be considered a breach of academic integrity. 
Disclosure: Include a short note on your assessment cover page listing any AI tools used, which sections they were used in, and how they were used. Also, list the AI tool(s) in your reference list, following APA 7 style.
 

72-Hour Extension

The 72-Hour grace period applies to this assessment 

If you need longer than 72 hours, you'll still need to use the normal Assessment Extension System process.

No photos, videos or voices of children 

To ensure ethical and legal compliance, photos, videos, or voice recordings of children must not be included in this task. Please use only de‑identified materials, written observations, diagrams, or descriptions that do not reveal a child’s identity.

Assessment Criteria 

Your work will be assessed according to the following criteria:

1. Understanding of Sustainability Concepts in Early Childhood Education

Demonstrates a well‑developed understanding of the three dimensions of sustainability (environmental, social, economic) as defined in the EYLF (AGDE, 2022).

Explores sustainability in ways that show depth, accuracy, and connection to early childhood practice.

Integrates key ideas from the unit’s readings, scholarly sources, and the National Quality Standard (particularly QA1 and QA3).

Shows analytical insight into why sustainability matters for children, communities, and educational settings.

2. Quality and Effectiveness of the Podcast or Digital Storytelling Episode

Presents a clear, engaging 4–5 minute group episode in a conversational or panel‑style format.

Each group member contributes meaningfully, sharing insights from one scholarly reading from the Moodle site.

Demonstrates strong synthesis of ideas, critical discussion, and the ability to link theory with implications for practice.

Audio/visual elements (music, narration, pacing, transitions, captions, effects) enhance clarity and audience engagement.

The recording is accessible through a working link within the submitted document.

Complies with ethical requirements (no images, videos, or voices of children).

3. Creative Portfolio: Observation and Documentation of Sustainability Practices

Clearly and accurately describes 2–3 observed sustainability practices from placement (environmental, social, economic).

Connects observations to the EYLF (AGDE, 2022), NQS, and unit materials, demonstrating strong theoretical linkage.

Uses visuals effectively (diagrams, photos of environments, symbolic representations) to support explanation.

Shows depth of analysis in interpreting practice through a sustainability lens.

Communicates ideas coherently and professionally (1000 words + visuals).

4. Design of the Child‑Led Sustainability Project

Identifies a relevant sustainability topic based on children’s observed interests.

Describes a thoughtful, developmentally appropriate sustainability project that reflects children’s agency and inquiry.

Considers the role of the environment, materials, and teacher planning to support sustainability learning.

Demonstrates creativity through multimodal documentation (captions, children’s imagined dialogue, drawings, artefacts, maps).

Links project decisions to EYLF, NQS, and unit materials.

Explains how children’s voices and ideas shape the learning process and why listening is essential in sustainability education.

5. Group Reflection on Collaboration and Learning (400 words)

Clearly explains how the group worked together, negotiated roles, solved challenges, and distributed workload.

Reflects on key learning gained from the task, including insights about sustainability, pedagogy, teamwork, and professional responsibility.

Identifies each member’s strengths and how these contributed to the quality of the final product.

Shows honesty, self‑awareness, and professional reflection.

6. Academic Writing, Referencing, and Presentation Quality

Uses clear, coherent academic writing appropriate to the assessment type (podcast, portfolio, and reflection).

Integrates a minimum of 10 scholarly sources from the unit materials and Moodle e‑readings.

Uses APA 7 referencing accurately for all texts and visuals.

Presents all components in one well‑organised document with active, accessible links.

Uses a readable font (minimum size 12) and consistent formatting.

7. Ethical and Responsible Use of GenAI (Level 3)

Uses AI appropriately for drafting, refining, or evaluating, not for generating full assessment content.

Demonstrates critical editing and academic ownership of any AI‑supported work.

Includes a clear AI disclosure statement on the cover page, detailing which tools were used and how.

Lists AI tools in the reference list using APA 7.

Meets all academic integrity requirements.

8. Ethical Requirements: No Children’s Images, Audio, or Video

Complies fully with the requirement to exclude photos, voices, or videos of children.

Uses only environment‑based photos, diagrams, icons, or symbolic representations.

Ensures privacy and confidentiality are maintained throughout.