Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Deborah Garrett
Contact via 0402316196
X5B
By appointment
Tutor
Jane Sudaram
Clare Britt
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(ABEC320 or ECH231) and ABEP230
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit includes a study of different approaches to curriculum decision making which can be applied to a variety of early childhood settings including Aboriginal and Torres Strait Islander contexts. Students develop the skills needed to undertake planning and programming for young children. In addition, students explore the issues involved in the implementation of an anti-bias and socially just curriculum. The field experience component of this unit is with children in an early childhood service. It includes a series of observation days and a 15 day teaching block.
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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 |
---|---|---|
Evidence based practice | 25% | 16 July 2014 |
Planning Formats | 20% | Wednesday 16th July, 2014 |
Professional Experience | 10% | Wednesday 24th September, 2014 |
Documenting Learning | 30% | Friday 26 th September, 2014 |
Reflection | 15% | Friday 24th October, 2014 |
Due: 16 July 2014
Weighting: 25%
Analysis of children's play and learning through a photo sequence drawing on associated readings.
Due: Wednesday 16th July, 2014
Weighting: 20%
Analysis of various planning formats and development of resources for professional experience including an observation and planning tool.
Due: Wednesday 24th September, 2014
Weighting: 10%
Evidence of professional experience - planning, assessment and evaluation of teaching in Folder.
Due: Friday 26 th September, 2014
Weighting: 30%
Analysis of children's play and learning through an extended photo sequence linked to relevant readings.
Due: Friday 24th October, 2014
Weighting: 15%
Reflective reponses to set readings to be submitted via ilearn.
Required Texts
ABEP 330 Book of Readings
Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra: Commonwealth of Australia. (Available to download at http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Quality/Pages/EarlyYearsLearningFramework.aspx
Your own State curriculum guidelines where relevant
Department of Education, Employment and Workplace Relations. Preschool profile. Available as download at - http://www.deewr.gov.au/Indigenous/Pages/IndigenousStrategy.aspx
Fleet, A. & Patterson, C. (2011) Seeing assessment as a stepping stone: Thinking in the context of the EYLF. Canberra: Early Childhood Australia
Giugni, M. & Mundine. K.. (2010). Talking’ up and speakin’ out. Aboriginal and multicultural voices in early childhood. Castle Hill,NSW: Pademelon Press.
MacNaughton, G. & Williams, G. (2004 OR 2009). Techniques for teaching young children: Choices in theory and practice. (2nd or 3rd ed). Frenchs Forest NSW: Pearson Education. (Your text from ABEP 230).
Patterson, C. & Fleet, A. (2011). Planning in the context of the EYLF. Powerful, practical and pedagogically sound. Canberra: Early Childhood Australia.
This unit is undertaken as a series of seminars delivered in block mode over two residential periods in July and September.
Seminar | Topic |
1. | Introduction |
2. | Documenting Pedagogically |
3. | Planning for Learning |
4. | Observation and Assessment |
5. | Preparation for Professional Experience |
6. | Professional Experience Evaluation |
7. | Documenting Children's Learning |
8. | Analysis of Teaching Techniques |
9. | Anti-Bias and Cross Cultural Challenges |
10. | Summing up and moving forward as graduate teachers |
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.
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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:
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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:
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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.
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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: