Unit convenor and teaching staff |
Unit convenor and teaching staff
Other Staff
Kathy Cologon
Contact via kathy.cologon@mq.edu.au
Unit Convenor
Amanda Niland
Contact via amanda.niland@mq.edu.au
X5B Music Room Level 2
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
39cp including [(ECH218 or ECH228) or (ECH216 and admission to BTeach(0-5)) or admission to BTeach(ECS)]
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
In this unit notions of 'difference' and 'disability' are explored in the context of the provision of early childhood education and care. The unit provides students with the opportunity to integrate their knowledge of principles of child development, developmental processes and early childhood pedagogy into a framework focusing on the education of diverse groups of young children. A primary emphasis is working with families of children who experience disability. During the unit, students develop understanding of inclusive education and features of inclusive environments and communities, consider theoretical models of disability, and develop their understanding of appropriate terminology and language. Students also develop their knowledge of practical approaches to inclusive early childhood education and care.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Assignment 1 | 20% | weeks 6/on campus session 2 |
Assignment 2 | 40% | 27 April/ 4 May |
Assignment 3a | 24% | 8th June |
Assignment 3b | 16% | 16 June |
Due: weeks 6/on campus session 2
Weighting: 20%
Critical review and peer sharing
Due: 27 April/ 4 May
Weighting: 40%
Completion of a weekly journal and development of a handout for teachers
Due: 8th June
Weighting: 24%
Critical literature review
Due: 16 June
Weighting: 16%
Critical reflection
The unit is delivered through a combination of lectures, tutorials/on campus sessions, required and recommended readings and the online website. More detailed information regarding the unit content and requirements is provided through the unit website. It is essential that each student carefully reads the information provided in the unit website at the start of the semester and adheres to all unit requirements as detailed here and in the unit website.
Due to the requirement to use the online website, students will need to have computer and internet access to complete the unit.
Attendance at tutorials/on campus sessions and lecture listening is an expected requirement of the unit.
To pass the unit all assessment pieces must be completed and submitted.
The required unit readings are available through e-reserve. A list of additional recommended readings are also provided in the unit website.
The unit website is available at ilearn.mq.edu.au. You are required to check this website at least once per week.
The workload for the unit requires 9 hours of compulsory study per week (135 hours per semester), including careful reading of the online unit information, weekly lecture listening, tutorial (internal) or on campus session (external) attendance, unit readings and completion and submission of all assessment tasks.
Student feedback is valued and encouraged in this unit and informs yearly revisions to the unit.
Weekly Lectures: Tuesday 9-11am (available online for external students)
Internal students: Weekly Tutorials (see the university timetable for tutorial times and locations)
External students: Two compulsory on campus sessions (see the online handbook and university timetable for details)
Weekly Readings: See the unit website and e-reserve for weekly required and recommended readings
Weekly Reflections: Please see the unit website for more information
Assessment tasks: Please see details of the assessment tasks in the unit website
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: