EDUC9103: Exploring Early Years Curriculum and Pedagogy Assessment 3

Assessment 3 Artefact creation: Differentiated learning plan

Task

Design a differentiated learning plan relevant to children in birth-to-five settings, considering the diverse range of children within Australia and the diversity of their learning needs and interests. This assignment is designed to provide the opportunity for you to demonstrate the relationship between play and learning through the design of a differentiated learning plan.

For this assessment you will focus on mathematical thinking OR literacy development. A starting point for your planning should be selected from the video files of children at play:

Video 1: Children playing with cars and trucks to focus on mathematical thinking

Video 2: Linking literacy through outdoor play - to focus on literacy development The videos are provided to set a context for your planning. You can adapt the content and context to your chosen age group if required.

Your plan for the next steps in the children’s learning will include:

• The context (essay format)
  • For the learning experiences include setting, age group, timing, teacher-led/child-led (50-100 words)
  • Their interests, engagement levels and skills of the children. What is appropriate developmentally for your chosen age group? 
• Possible ways to follow-up / related play-based experiences. Include a mind map of your ideas lines of inquiry and possible activities.
• Refer to the Early Years Learning Framework and other curriculum documents. What outcomes will be relevant to these experiences? (50-100 words) (explain your choices in essay format)
• In light of your curriculum choices, select three learning experiences from your mind map to detail. These three differentiated learning experiences are to be presented in Session Plan formats (chart or cycle). The plans should be described briefly in the body of your assignment (essay format 300 words) and attached as three chart or cycle formats included as appendices (Word count as required not restricted). The plans should include:
  • Clear learning intentions / outcomes linked to the Early Years Learning framework.
  • Descriptions of resources required.
  • Step-by-step instructions for an educator following your plan.
  • How the plan will achieve/contribute to the identified learning outcomes.
• Justification of the learning experiences through engagement with curriculum documents, developmental milestones, the topic readings and other academic literature. This is likely to be presented as a paragraph at the end of your assignment.

Assessment Summary

Design a differentiated learning plan for children in birth-to-five settings, focusing on mathematical thinking or literacy development, based on observational video examples of children at play.

Key Pointers to Cover:

1. Context and Setting: Describe the age group, timing, and whether the activities are teacher-led or child-led (50–100 words).
2. Children’s Interests and Skills: Analyze engagement levels, developmental appropriateness, and learning needs (100–150 words).
3. Follow-up and Related Play-Based Experiences: Create a mind map showing lines of inquiry, activities, and possible extensions.
4. Curriculum Alignment: Link learning experiences to the Early Years Learning Framework (EYLF) and other relevant curriculum documents, explaining the chosen outcomes (50–100 words).
5. Differentiated Learning Experiences: Select three key activities from the mind map and detail them in session plan formats (charts or cycles), including:
   • Learning intentions/outcomes
   • Resources required
   • Step-by-step instructions for educators
   • How each activity supports learning outcomes
6. Justification: Support choices with curriculum references, developmental milestones, topic readings, and academic literature.

Mentor-Guided Approach

The academic mentor structured guidance to help the student complete the assessment in a step-by-step manner:

1. Understanding the Context

   • Mentor encouraged reviewing the provided video files to select a focus area (mathematical thinking or literacy).
   • Guided the student to describe the setting, age group, and activity type in essay format to contextualize the learning plan.

2. Analyzing Children’s Interests and Skills

   • Mentor assisted in observing engagement, developmental appropriateness, and children’s individual learning needs.
   • Helped the student summarize findings in 100–150 words, linking observations to developmental milestones.

3. Generating Follow-Up Activities

   • Mentor introduced mind mapping as a tool to brainstorm related play-based experiences.
   • Guided the student to create lines of inquiry, potential activities, and ways to extend learning in both mathematical and literacy contexts.

4. Curriculum Integration

   • Student was guided to connect activities to EYLF outcomes.
   • Mentor reviewed explanations to ensure clear alignment between the planned activities and intended learning outcomes.

5. Developing Differentiated Session Plans

   • Mentor demonstrated how to select three activities from the mind map for detailed session plans.
   • Provided a framework for chart or cycle formats including learning intentions, resources, step-by-step instructions, and links to outcomes.
   • Ensured each activity was differentiated to meet diverse learning needs.

6. Justification and Reflection

   • Mentor guided the student to write a reflective paragraph justifying choices with reference to curriculum documents, research, and developmental theory.

Outcome Achieved

• Completed differentiated learning plan that demonstrates understanding of both mathematical thinking and literacy development in early childhood.
• Three detailed session plans with clear learning intentions, instructions, and curriculum links were included.
• Mind map effectively illustrated follow-up and related play-based activities.
• Student demonstrated:
  • Ability to observe, analyze, and respond to children’s learning needs.
  • Curriculum-aligned planning and structured differentiation.
  • Critical engagement with developmental theory and EYLF outcomes.

Learning Objectives Covered:

• Observing and assessing children’s learning and development.
• Designing differentiated, play-based learning experiences.
• Linking practice to curriculum standards and developmental milestones.
• Justifying educational planning with research and theoretical frameworks.

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