Students
ECED720 – Families in Context
2016 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Fay Hadley
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MRes
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
The unit is relevant to students aspiring towards leadership positions working with children, families and communities and are interested in doing higher degree research. The overarching aim of this unit is to raise awareness of diversity in family values and the value of families across a range of contexts. Over the course of the unit, we will consider the role of socio-cultural, economic and political contexts in shaping family life and values in the 21st century. Drawing on a variety of resources, including media, academic publications and reflections on personal experiences, we will explore changing family lives and the extent to which traditional, largely Western-based, images of 'family' life reflect the daily experiences/practices of families and children in Australia and abroad. There will be an emphasis on both an understanding of advanced concepts as well as their application in research and/or professional environments.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- 1. To explore diverse contexts in and perspectives on ways in which families function.
- 2. To reflect on personal experiences and how these shape perspectives.
- 3. To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- 4. To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- 5. To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
- 6. To explore the online environment and contribute effectively and respectfully.
- 7. To engage in active and critical reflective practice about working with diverse families.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Assignment 1 | 20% | 13th March and 22nd May |
| Assignment 2 | 40% | 17th April |
| Assignment 3 | 40% | 9th June |
Assignment 1
Due: 13th March and 22nd May
Weighting: 20%
On line communication and postings
Engage in ilearn (Task 1)
5 postings and responses (Task 2)
On successful completion you will be able to:
- 1. To explore diverse contexts in and perspectives on ways in which families function.
- 2. To reflect on personal experiences and how these shape perspectives.
- 4. To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- 6. To explore the online environment and contribute effectively and respectfully.
- 7. To engage in active and critical reflective practice about working with diverse families.
Assignment 2
Due: 17th April
Weighting: 40%
Families project based on the analysis of selected topic(s) focusing on Families Images and the Role of the Media
(2000 words)
On successful completion you will be able to:
- 1. To explore diverse contexts in and perspectives on ways in which families function.
- 3. To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- 4. To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- 7. To engage in active and critical reflective practice about working with diverse families.
Assignment 3
Due: 9th June
Weighting: 40%
Families project - research project outlined
On successful completion you will be able to:
- 1. To explore diverse contexts in and perspectives on ways in which families function.
- 2. To reflect on personal experiences and how these shape perspectives.
- 3. To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- 5. To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
- 7. To engage in active and critical reflective practice about working with diverse families.
Delivery and Resources
- This unit consists of 10 Learning Modules or topics, presented each week which form the basis for class discussions. Details for each Module are provided later in this unit outline. There are 3 assessment components based on Learning Module postings, a major essay, and a paper on working with families in early childhood settings.
- One of the aims of this unit is to promote collaborative learning and identification of links between everyday, personal life experiences and the more formal perspectives that you will come across in the set readings. The primary aim is to “bring to life” academic concepts of “family”. Students are therefore strongly encouraged to participate actively in seminars and on-line discussions, each of which will focus on a key topic.
- In order for students to make sense of personal and professional perspectives and experiences in a manner that will contribute to their learning on this unit, it is essential that these be expressed in the context of unit readings. Expression of personal perspectives is welcomed in the unit and should enhance students’ learning, provided that they are interpreted in the light of information contained in the set readings. For this reason, you are strongly advised to keep up with the readings, most of which you should find interesting and thought provoking.
Policies and Procedures
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
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.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.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- 1. To explore diverse contexts in and perspectives on ways in which families function.
- 2. To reflect on personal experiences and how these shape perspectives.
- 4. To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- 5. To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
- 6. To explore the online environment and contribute effectively and respectfully.
- 7. To engage in active and critical reflective practice about working with diverse families.
Assessment tasks
- Assignment 1
- Assignment 2
- Assignment 3
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- 1. To explore diverse contexts in and perspectives on ways in which families function.
- 3. To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- 4. To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- 5. To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
- 6. To explore the online environment and contribute effectively and respectfully.
- 7. To engage in active and critical reflective practice about working with diverse families.
Assessment tasks
- Assignment 1
- Assignment 2
- Assignment 3
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- 2. To reflect on personal experiences and how these shape perspectives.
- 3. To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- 4. To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- 6. To explore the online environment and contribute effectively and respectfully.
- 7. To engage in active and critical reflective practice about working with diverse families.
Assessment tasks
- Assignment 1
- Assignment 2
- Assignment 3
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- 3. To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- 4. To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
Assessment tasks
- Assignment 2
- Assignment 3
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- 2. To reflect on personal experiences and how these shape perspectives.
- 5. To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
- 6. To explore the online environment and contribute effectively and respectfully.
Assessment task
- Assignment 1
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcome
- 5. To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
Assessment task
- Assignment 1