Posted: September 24th, 2023

GDECE 107 STEM in the Early Years – Assessment 2

GDECE 107 STEM in the Early Years – Assessment 2

Assessment 2:
Oral Presentation (deliver 10 mins, questions 5 minutes) 30%
Prepare and deliver a 10-minute oral presentation justifying a
selection of inquiry-based learning and teaching strategies in
STEM for children in the early years.

Week 7 30% A, B, & C
Linked to the Learning Outcomes:
A. Determine appropriate content in STEM for children in the early years.
B. Foster inquiry-based and play-based learning supported by relevant teaching and learning strategies in STEM for children in the early
years.
C. Assess and select appropriate digital technologies for use in teaching STEM for children in the early years.
Address: 41 Boundary Road, North Melbourne VIC 3051
Email: info@scei-he.edu.au
Web: www.scei-he.edu.au Phone: +61 3 9602 4110
TEQSA Provider Number PRV14066 | CRICOS Provider Code 03739K | ABN Number 79 605 294 997 | Copyright © 2020. All rights reserved
Marks
Criteria
High Distinction
80%-100%
Distinction
70%-79%
Credit
60%-69%
Pass
50%-59%
Fail
0-49%
Structure and
organization
(inc. PPT slides)
/20
● Excellent presentation structure
and PPT that portray the
implementation of inquiry-based
teaching and learning approach
in developing STEM concepts
and skills; is logically organized
to an excellent level.
● Presentation is expressed in a
rational, compelling, and
convincing manner.
● Extensive integration of research
findings into the presentation.
(16-20)
● Very good presentation structure
and PPT that portray the
implementation of inquiry-based
teaching and learning approach
in developing STEM concepts
and skills; is logically organized
to a high level.
● Presentation is predominantly
expressed in a rational and
convincing manner.
● Very good integration of
research findings into the
presentation.
(14-15.5)
● Good presentation structure
and PPT that portray the
implementation of inquirybased teaching and learning
approach in developing STEM
concepts and skills; is logically
organized to a moderate level.
● Presentation is unclear at
times.
● Good integration of research
findings into presentation.
(12-13.5)
● Adequate presentation
structure and PPT that portray
the implementation of inquirybased teaching and learning
approach in developing STEM
concepts and skills; is
organized and structured but
further work is required to
increase the quality.
● Presentation is often unclear.
● Adequate integration of
research findings into
presentation.
(10-11)
● Inadequate presentation
structure and the PPT that
portray the implementation of
inquiry-based teaching and
learning approach in
developing STEM concepts and
skills; is disorganized and the
structure is poorly presented.
● Presentation is consistently
unclear and lack of focus.
● Inadequate integration of
research findings into
presentation.
(0-9)
Knowledge:
Understanding of
the topic
/30
● Excellent understanding of the
presentation topic
● Excellent discussion on inquirybased learning and intentional
teaching strategies in STEM for
young children.
● Excellent inclusion and
appropriateness of the example
activities for toddlers or
preschoolers.
● Excellently conveying young
children’s STEM learning journey
whilst specifying the STEM
content and skills developed
based on the approach used and
the EYLF learning outcomes
achieved.
● Evidence of extensive research.
(24-30)
● Very good understanding of the
presentation topic.
● Very good discussion on inquirybased learning and intentional
teaching strategies in STEM for
young children.
● Very good inclusion and
appropriateness of the example
activities for toddlers or
preschoolers.
● Very good presentation on
young children’s STEM learning
journey whilst specifying the
STEM content and skills
developed based on the
approach used and the EYLF
learning outcomes achieved.
● Very well researched.
(21-23.9)
● Good understanding of the
presentation topic.
● Good discussion on inquirybased learning and intentional
teaching strategies in STEM for
young children.
● Good inclusion and
appropriateness of the
example activities for toddlers
or preschoolers.
● Good presentation on young
children’s STEM learning
journey whilst specifying the
STEM content and skills
developed based on the
approach used and the EYLF
learning outcomes achieved.
● Well researched.
(18-20.9)
● Adequate understanding of
the presentation topic.
● Adequate discussion on inquirybased learning and intentional
teaching strategies in STEM for
young children.
● Adequate inclusion and
appropriateness of the
example activities for toddlers
or preschoolers.
● Adequate presentation on
young children’s STEM
learning journey whilst
specifying the STEM content
and skills developed based on
the approach used and the
EYLF learning outcomes
achieved.
● Adequate research evident.
(15-17)
● Inadequate understanding of
the presentation topic.
● Inadequate discussion on
inquiry-based learning and
intentional teaching strategies in
STEM for young children.
● Inadequate inclusion and
appropriateness of the
example activities for toddlers
or preschoolers.
● Inadequate presentation on
young children’s STEM
learning journey whilst
specifying the STEM Content
and skills developed based on
the approach used and the
EYLF learning outcomes
achieved.
● No / inadequate research
evident.
(0-14.9)
GDECE 107 Assessment 2 Rubric – Oral Presentation
Address: 41 Boundary Road, North Melbourne VIC 3051
Email: info@scei-he.edu.au
Web: www.scei-he.edu.au Phone: +61 3 9602 4110
TEQSA Provider Number PRV14066 | CRICOS Provider Code 03739K | ABN Number 79 605 294 997 | Copyright © 2020. All rights reserved
Presentation
skills
/20
● Presenters speak clearly and
maintain eye contact.
● Presentation is well-rehearsed.
● Presenters use appropriate and
effective body language and are
dressed appropriately.
(16-20)
● Presenters speak clearly and
maintain eye contact most of
the time.
● Presentation is reasonably wellrehearsed.
● Presenters use predominantly
appropriate and effective body
language and are mostly dressed
appropriately.
(14-15.5)
● Presenters speak clearly and
maintain eye contact some of
the time.
● Presentation needed more
rehearsal.
● Presenters use minimal body
language and are reasonably
well-dressed.
(12-13.5)
● Presenters do not speak
clearly or maintain eye
contact.
● Presentation was underrehearsed.
● Presenters appear awkward
at times.
● Presenters are poorly dressed
for the occasion.
(10-11)
● Presenters are not able to be
heard.
● Presentation was not
evidently rehearsed.
● Presenters appear awkward.
● Presenters are not
appropriately dressed for the
occasion.
(0-9)
Audio-visuals
/20
● AV is clear and readable/audible.
● AV is supportive of the main
points of the presentation.
● Excellent use and
documentation of references.
(16-20)
● AV is predominantly clear and
readable/audible.
● AV is predominantly supportive
of the main points of the
presentation.
● Very good use and
documentation of references.
(14-15.5)
● AV is sometimes unclear
unreadable and/or inaudible.
● AV is sometimes superfluous
to the main points of the
presentation.
● Good use and documentation
of references.
(12-13.5)
● AV is often unclear
unreadable and/or inaudible.
● AV is often superfluous to
the main points of the
presentation.
● Adequate use and
documentation of
references.
(10-11)
● AV is unclear unreadable
and/or inaudible.
● AV is predominantly
superfluous to the main
points of the presentation.
● Inadequate use and
documentation of
references.
(0-9)
Mechanics
/10
• Written work is excellent in word
selection and use, sentence
structure, grammar, punctuation
marks, and spelling.
(8-10)
● Written work is relatively free of
errors in word selection and use,
sentence structure, grammar,
punctuation marks, and spelling
(1-2 errors).
(6-7.5)
● Written works have several
errors in word selection and
use, sentence structure,
grammar, punctuation marks,
and spelling (3-4 errors).
(4-5.5)
● Written works have several
errors in word selection and
use, sentence structure,
grammar, punctuation marks,
and spelling (with many
errors)
(2-3)
● Written work has serious and
persistent errors, in word
selection and use, sentence
structure, grammar,
punctuation marks and
spelling
(0-1)
GDECE 107 Assessment 2 Rubric – Oral Presentation

____________________
Inquiry-based learning shifts the focus from teacher-directed instruction to child-centered exploration. Rather than simply presenting facts, teachers guide students in the process of asking questions, investigating possibilities, and constructing their own understandings (National Research Council, 2014: 2024 – Essay Writing Service. Custom Essay Services Cheap). When applied to STEM subjects, this approach allows young children to develop problem-solving skills through hands-on experimentation and discovery.
Some effective inquiry-based strategies for early years STEM include:
Sensory exploration – Providing open-ended materials like blocks, tubes, containers, and natural objects allows children to investigate concepts like size, shape, weight, and texture through manipulation and play (Nayfield et al., 2011). For example, a water table invites discovery of properties like buoyancy and displacement.
Process documentation – Teachers document children’s questions, hypotheses, and experimentation through notes, photos, and video to help extend learning. This also informs future lesson planning (Project Zero & Reggio Children, 2001).
Child-led projects – Emergent projects develop as teachers follow children’s interests and ideas. For instance, questions about insects led one class to cultivate a butterfly garden and study life cycles (Jones & Brader-Araje, 2002).
Guest experts – Inviting community helpers like arborists, engineers, and scientists introduces diverse STEM roles and expertise. Brief presentations and hands-on activities spark curiosity (National Research Council, 2015 – Research Paper Writing Help Service).
In conclusion, inquiry-based learning fosters deep and meaningful STEM understanding for young children. By providing open-ended materials, documenting the process, supporting child-led exploration, and engaging outside expertise, early childhood educators can help develop critical thinking and problem-solving skills.

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