This document provides instructions for an assignment to plan, implement, and evaluate health-related experiences for children aged birth to five years old and physical education experiences for primary school students. For part A, students must plan, implement, and evaluate three experiences to promote health and wellbeing for children aged birth to five years old at a childcare center. The experiences must be linked to outcomes in the Early Years Learning Framework and consider safety and inclusiveness. For part B, students must plan three physical education experiences for primary school students using the NSW Board of Studies PDHPE K-6 syllabus, linking the plans to specific outcomes and indicators. The document provides assessment criteria, examples of expectations, and

1. PLANNING HEALTH RELATED EXPERIENCES
PLANNING HEALTH RELATED EXPERIENCESPLANNING HEALTH RELATED
EXPERIENCESPermalink: https:// /planning-health-…ated-experiences/PURPOSEThe
purpose of this assignment is for you to plan, implement and evaluate health-related
experiences for under-5s and to plan PDHPE experiences that are suitable for children in
primary school. It develops your capacity to in work in partnerships and in accordance with
the legislative requirements and recommended guidelines for healthy environments for
children birth to 12 years and the NSW Board of Studies PhysicalDevelopment Health and
Physical Education (PDHPE) syllabus to plan, implement and evaluate teaching and learning
in the areas of health, safety, nutrition, interpersonal relationships, personal development
and physical education for children birth to 12 years and assess children’s learning in these
areas.DETAILS OF REQUIREMENTSPart A:When doing visits to the setting allocated for
Healthy Identities, you need to plan, implement and evaluate 3 experiences that promote
health and wellbeing with children aged birth to five years (writer make this up please).
These must be linked to a specific aspect of Learning Outcome 1 or 3 from the TheEarly
Years Learning Framework (DEEWR, 2009). Experiences need to demonstrate inclusiveness
and be developmentally appropriate. You also need to consider children’s safety in your
planning and your own work health and safety. The planning format, called prior to school
setting template should be used to plan and evaluate each of your experiences. Each
experience should include one page of planning and one page of evaluation.For part a for
under 5s i have 3 focus children you can include all three children in all three experiences or
do an experience per child – so 3 different experiences for each child• For the purpose of
this assignment the three children i have chosen include:• Matari who is 2 and a half year
old female.• Ahmed is a two year old child.• Brayden is a three year old male.• The
childcare i am placed at is called clovel childcare and learning centre merrylands• Each
experience should be filled out in a separate template• The experiences need to be
interesting, different, engaging and age appropriate It cant be basic small things like
dancing you need to add dancing , cultural music etc.Part B:You also need to plan 3
experiences for children in primary school, using the NSW Board of Studies Physical
Development, Health and Physical Education K-6 syllabus document. Experiences should be
either for Early Stage 1 or Stage 1. You should use the planning format on the vUWS site to
plan the PDHPE experiences. (Lesson Plan Template to be used for assignment 2 school
template i have uploaded) You must make sure that you include explicit links to the PDHPE
K-6 syllabus outcomes and indicators in your planning.• Each experience should be filled

2. out in a separate template?Submission details:o What to submit:? 3 health-related
experiences planned, implemented and evaluated with under 5s? 3 PDHPE experiences
planned for a primary school setting? Field visit time sheet (Students must submit the field
visit time sheet with all visits completed to pass this unit)? Your assignment cover
sheet? The Assignment 3 assessment standards and feedback sheet – both Parts A and
Bo Where to submit: Submit in RuniaBejjani’sassignment box by10th June at 10am. It’s
important you place your assignment in the correct box. You must attach your field visit
attendance sheet to your assignment.ASSESSMENT CRITERIA• 3 developmentally
appropriate, inclusive, child-centred health promoting experiences planned, implemented
and evaluated with consideration of workhealth and safety with under 5s and presented
clearly in a planning format (10 marks)• Plans for under fives reflect sound
understandings of The Early Years Learning Framework Pedagogiesand Principles and
specific relevance to Learning Outcomes 1 and/or 3 (10 marks)• 3 inclusive,
developmentally appropriate, child-focused PDHPE experiences planned with consideration
of work health and safety for students in the primary school years (10 marks)• Plans for
the school setting reflect sound understandings of the PDHPE syllabus outcomes and
indicators in relation to values and attitudes, skills, knowledge and understanding (10
marks)EXAMPLES OF WHAT IS EXPECTEDPlanning proformas are available on vUWS and
planning will be workshopped in tutorials.Assessment Standards
for 101629Assignment3Criteria FAIL PASS CREDIT DISTINCTION HIGH
DISTINCTIONPart A:Planned health experiences Fewer than 3 health promoting
experiences planned.Plans poorly presentedwith no or unclearplanning format.Experiences
are not all health promoting.Plans are not inclusive; they do not demonstrate
developmentally appropriate practice and are teacher directed.Planning and
implementation reflect poor understandings of work health and safety.Plans not
implemented and evaluated. 3 health promoting experiences planned, implemented and
evaluated with under 5s and presented clearly in a planning format.All plans are inclusive,
demonstrate developmentally appropriate practice and are child –focused.Planning and
implementation reflect sound understandings of work health and safety.Plans evaluated
although tend to describe what happened rather than evaluate.Clear, well organised,
professional documentation of 3 highly appropriate experiences.Plans are clearly inclusive
focusing on skill development rather competition, they demonstrate developmentally
appropriate practice and are child -focused.Provisions documented when planning to
ensure occupational health and safety compliance.Evaluationsincludeconsideration of
occupational health and safety as well as children’s learning and the role of the
educator.Clear reflections on own learning in relation to implementing health related
experiences. All of C + use of a variety of resources and effective teaching strategies to
learning.Analytical evaluations drawing on a range of relevant readings.All of D + strong
understanding of processes of planning, implementing, evaluating and documenting
experiences that are health promoting, that reflect evidence of wide reading and strong
understanding of the role of interactions in learning.Part A: ELYF Plans reflect no
understanding of Early Years Learning Framework.All plans reflect understandings of Early
Years Learning Framework, including pedagogies, principles and relevant learning

3. outcomes. Clear, specific links to Early Years Learning Framework. Sound understanding
of effective pedagogies to children in relation to learning outcomes.All of C + strong
evidence of children’s deep, meaningful learning and skill development.Strong
understanding of pedagogies. All of D + strong analysis of own role in relation to ing
children’s learning.Part B: PDHPE syllabus.Plans reflect no or poor understanding of the
PDHPE syllabus document.Plans include specific reference to relevant outcomes and
indicators and reflect sound understanding of the PDHPE syllabus.Plans focus on a range of
strands in the PDHPE syllabus,with specific links to appropriate outcomes and
indicators.Thorough understanding of the PDHPE syllabus and relevant resources
evident.Evidence of integrated learning. All of D + evidence of wide reading.Part B: PDHPE
learning experiences 3 PDHPE experiences not included or have a limited range of
activities, and are not clearly presented and not in planning format.Plans are not inclusive,
are not developmentally appropriate practice, are teacher directed and include no
considerations of occupational health and safety.A range of activities included in the 3
experiences planned for students in the primary school years.Clearly presented in planning
format with some consideration of grouping, strategies and resources.Some identification of
appropriate outcomes and indicators.Plans are inclusive, demonstrate developmentally
appropriate practice, are child-focused and include considerations of occupational health
and safety. 3 clear PDHPE experiences planned for students in the primary school years
that include a range of activities, across different areas of the PDHPE curriculum.Clearly
presented in planning format with clear and appropriate grouping, strategies and
resources.Clear articulation of appropriate learning outcomes and indicators.Plans are
inclusive, demonstrate developmentally appropriate practice, are child –focused and
include considerations of occupational health and safety. All of C +Strong evidence of
children’s deep, meaningful learning and skill development.Strong understanding of the
role of the educator.Evidence of relevant reading beyond syllabus documents. All of D +
evidence of wide reading.Presents work professionally, with clear academic writing and
APA referencing style within the word limit.Presentation lacks structure; poor
paraphrasing; over reliance on quotes; little evidence paper has been edited; terminology
inappropriate; frequent spelling/ typographic errors; over reliance on quotes; no or
inaccurate reference list; not submitted to Tutnitinor significant matches. Generally clear
presentation; developed with student’s voice; sentences coherent and grammatically
correct; within word length; some typographic and /or spelling errors; generally accurate
APA referencing;submitted to Turnitin; originality report detects some insignificant
matches. Well structured with coherent presentation; effective grammatical expression;;
adheres to word length; uses appropriate terminology; minor typographic and /or spelling
errors; mostly accurate APA referencing; submitted to Turnitin; low percentage for
originality report. Clear presentationclear and concise structure; grammar and syntax
mostly correct; plans are cohesive and easy to read within word length; discriminating use
appropriate vocabulary; few typographic or spelling errors; consistently accurate APA
referencing; low percentage for Turnitin. Well structured; cohesive, grammatically correct
structure; flexible and sustained use of a wide range of structures and extensive vocabulary;

4. very few typographic or spelling errors; consistently accurate APA referencing; submitted
to Turnitin; original work with insignificant matches.