Unit convenor and teaching staff |
Unit convenor and teaching staff
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
Admission to GCertTeach(8-12)
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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 examines issues around human diversity both in schools and the wider community. Modules one and two are designed to examine pedagogical and professional implications of concepts such as social justice, environmental sustainability and civic participation in personal and global contexts. Module three adopts an ecological perspective to analyse and evaluate issues facing children and families who are considered to be socially isolated and at risk for poor educational outcomes, with specific focus on children from Indigenous and NESB backgrounds, and children with disabilities. Theory and practice are considered in relation to planning and program development in schools.
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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 | 15% | 19 August |
Assignment 2 | 30% | 16 September |
Assignment 3 | 55% | 4 November, 2013 |
Due: 19 August
Weighting: 15%
Students will research and present their research into one of four specified programs focused on key social and environmental issues :
Each student will:
Choose one of the program websites
Present the key ideas and issue from their program and website to their online group,drawing links to HSIE syllabus for children in Stages 2 and 3 and to unit readings.
Create a handout summarising key issues from the document (also to also be handed in with assignment).
Write a report of their online ‘presentation’
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Due: 16 September
Weighting: 30%
Plan and go on an excursion that will give you background information / insights and / or resources to use in planning a unit of study linked to one or more of the 4 strands outlined in the HSIE syllabus.
Your report should include the following:
• Description of venue / place
• Justification for your choice of excursion
• Reflections on your experiences
• Ideas on how you might use the experiences / materials gained from similar excursions to plan a series of learning experiences for young children.
Due: 4 November, 2013
Weighting: 55%
Part A - A fully‐planned unit of study, which should incorporate the following:
a) Title, Central Question and Rationale
b) Topic Web
c) Concept map
d) Integration Diagram
e) An overview of the learning experiences of the unit (including excursion)
f) A paragraph written for the school newsletter introducing the unit to families
Part B – A written description / overview of the equity and inclusion issues involved in the development of the plan, consisting of:
a) Details regarding reasons for choice of topic & theme, including
· How you think this unit of work could trigger children’s sense of inquiry, investigation and/or exploration (with links to relevant readings);
· How the plan fits with the objective of promoting understanding of diversity in human society and / or with the four strands outlined in the HSIE syllabus (with links to relevant readings);
b) Identification and discussion of equity and inclusion issues for a specific child (case study will be supplied)
c) Collection of potential resources to draw on to ensure that this unit is taught in an inclusive and socially just way.
ECHE 350 is an external unit, offered by online study only. Lectures and readings are available via iLnearn. Online discussion forums are provided and assignments are submitted online.
All material is available online. Students can work through lectures and readings according to their own study plan, in order to submit assignments at the specified times.
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: