Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Luke Touhill
X5B 358
by appointment
Lecturer/Tutor
Wendy Shepherd
Mia Mia
by appointment
Tutor
Susan Reade
X5B 272
by appointment
Sandra Cheeseman
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(39cp including ECH120 or ECHE120 or ACSH100) or (39cp and admission to BTeach(ECS)) or (admission to GDipECTeach or GDipEarlyChildhood)
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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 introduces students to the macro context in which they teach. Students will critically consider the socio-political context of early childhood education; management and governance structures of schools and prior-to-school settings; and the legal and professional accountabilities of early childhood teachers. From studying this unit students will develop foundational understandings of effective management and leadership, an awareness of their professional and legal responsibilities, skills in policy development, and critical understandings of children’s rights and quality early childhood education.
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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:
More detail on each of the assessment tasks can be found in the separate "Assessment Guide" on the unit iLearn site
IEC Assessment Presentation & Submission Guidelines
Please follow these guidelines when you submit each assignment:
* Allow a left and right-hand margin of at least 2cm in all assignments.
* Please type all assignments using 12-point font and 1.5 spacing.
* All assessments must be submitted through turnitin in .doc or .pdf format for submission.
* It is the onus of the student to ensure that all assessments are successfully submitted through turnitin.
* Faculty assignment cover sheets are NOT required for this unit.
Draft Submissions & Turnitin Originality Reports
* Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
* Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
* The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
* Generally, one Originality Report is generated every 24 hours up to the due date.
When preparing your assignments, it is essential that:
* Students must retain a copy of all assignments before submission, and retain the copy until your final grade for the subject has been received;
* Marks will be deducted if you submit your assessment late (refer to the ‘late assessments’ section below for more details);
* Unless there are exceptional circumstances, no assessment will be accepted after the date that the assessment has been returned to other students.
* If an assessment is considered to be below passing standard, another staff member on the unit will provide a second opinion. No failed assessment may be re-submitted.
Final Submissions
* Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.
* Late submissions due to last minute technical difficulties may incur a lateness penalty.
Late Assessments:
A deduction of 5% of the total possible mark allocated for that assessment would be made for each day or part day that assessment is late, weekends counting as two days. For example, if an assessment is worth 20 marks and you submit it 2 days late, you will have 2 marks (2 x 5% of 20 marks) subtracted from your awarded mark.
Extensions:
In extenuating circumstances, students may apply to the unit coordinator for an extension to the assessment due date. Reasons for the extension need to be documented through the Disruption to Studies form accessible through ask.mq.edu.au under "Disruption" and supported (e.g., a Professional Authority Form must be used in the case of illness). Note that:
* Students MUST speak with the unit coordinator prior to submitting their request through https://ask.mq.edu.au
* Extensions will only be granted in receipt of the completed form submitted through ask.mq.edu.au plus documentation.
* Emails are not appropriate means of extension requests.
* It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension.
* In the case of computer malfunction, a draft of your assignment may be requested. Please ensure that you print out a draft regularly, so that it is available for submission on request.
* Extensions are usually not granted on the due date.
IEC Academic Honesty Guidelines:
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Institute of Early Childhood, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015) and in the IEC Academic Honesty Handbook.
The following guide can be purchased from the Co-op Bookshop. This is a required text:
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.
Online Quiz Assessments:
Online quizzes are an individual assessment task and MUST BE COMPLETED by each student individually. Similarities in responses between students will be checked and investigated for possible collusion. Please see the IEC Academic Honesty Handbook for more information.
Name | Weighting | Due |
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Study Guide Quizzes | 30% | Week 4 and Week 9 |
Leading a learning community | 30% | Weeks 2 - 9 |
Exam | 40% | Exam period |
Due: Week 4 and Week 9
Weighting: 30%
This assessment task requires students to complete a weekly study guide based on the unit readings. An on-line quizz in week 4 and another in week 9 of semester will be used to assess this task. Each quizz is worth 15 marks.
Due: Weeks 2 - 9
Weighting: 30%
This assessment task is made up of two parts. Students, as part of a group, will conduct a presentation on one of the weekly topics for either their tutorial or on-campus group. One week after their presenation students will individually submit a separate written report on the same topic. Each part of the task is worth 15 marks.
Due: Exam period
Weighting: 40%
8 short answer questions
Lectures: weeks 1- 9 and week 13. Mondays 12-1pm W5A T1
Weekly tutorials: weeks 1-9 and week 13.
On campus dates: Thursday and Friday September 29 and September 30
Unit Text Book
The following text book is required for this unit:
Bryant, L. & Gibbs, L. (2013). A director's manual: Managing and early childhood education and care service in NSW. Marrickville, NSW: Community Child Care Cooperative Ltd (NSW)
It is also expected that you will use the following referencing guide in preparing written assignments:
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.
Required Readings:
In addition to readings from the textbook there are also other required readings each week. These are listed in the unit schedule and are available on iLearn.
IEC Relevant Documents
The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:
IEC Electronic Communication
During semester time, staff may contact students using the following ways:
* Dialogue function on iLearn
* Official MQ Student Email Address
It is the student’s responsibility to check all electronic communication on a regular weekly basis.
IEC Unit Expectations
In order to be eligible for a passing grade, students must meet the following attendance requirements:
Withdrawing from this UG Unit:
If you are considering withdrawing from this unit, please seek academic advice by writing to iec@mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.
Week |
Topic/Lecturer |
Readings |
Overview |
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Week 1 Monday 1/8 |
Introduction to Management & Leadership Luke Touhill |
Unit Outline
Bryant & Gibbs (2013) Chapters 1, 10 & 11
O’Connel, Hinze, Fox & Cole (2016) Quality early education for all (available on iLearn) |
This week’s content will highlight the importance of effective management and leadership for quality teaching and outcomes for children, and outline the key differences between management and leadership. You will be provided with an overview of management and leadership units at the IEC, and of ECH315 content, learning outcomes, expectations and assessments. |
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Week2 Monday 8/8 |
Socio-political context of EC settings and schools Luke Touhill |
Bryant & Gibbs (2013) Chapter 2 Sections C, D & E; Chapter 4 Section C
Gonski et al (2011) Part 1: Schooling in Australia (available on iLearn)
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This week we will explore macro contexts (social, political, economic, and historical) that have shaped the provision of early childhood education in Australia today. We will critique ‘social policy’ and understand the values and agendas that have driven and continue to drive government investment in early childhood education. An overview of key government departments and provisions will be provided. |
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Week 3 Monday 15/8 |
Management structures Luke Touhill |
Bryant & Gibbs (2013) Chapter 2 Sections A & B; Chapter 3 Section D
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This week we will look at the management structures of early childhood and school settings in Australia. The diversity of service types and management structures that characterise early childhood organisations and schools can be confusing. Terms such as independent schools, stand-alone centres, corporate chains, for-profit and not-for-profit centres, and integrated services will be clarified, and their implications for teachers as managers and leaders explored. |
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Week 4 Monday 22/8 |
Regulatory Environments for Schools Luke Touhill |
Duignan (2012). Educational leadership (pp. 17-25). (available on iLearn)
Polesel, J., Rice, S. & Dulfer, N. (2013). The impact of high stakes testing on curriculum and pedagogy: A teacher perspective from Australia. (available on iLearn)
ACARA (2016) Why NAP? (available on iLearn)
Aviv, R. (2015) A middle school cheating scandal (available on iLearn) |
This week we will examine legal requirements and policy initiatives designed to enhance quality education for children in primary schools (NAPLAN, AEDI, Best Start, BOS and national curriculum; teacher accreditation (AITSL national professional teaching standards); professional portfolios; MySchool). We will critically consider their impact on teaching practice and quality early childhood education. |
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Week 5 Monday 29/8 |
Regulatory Environment for Prior-to-school Settings Wendy Shepherd |
Bryant & Gibbs (2013) Chapter 2 Section G; Chapter 3 intro & Sections A & C; Chapter 6 Section B
Fenech, M., Giugni, M., & Bown, K. (2012). A critical analysis of the National Quality Framework: Mobilising for a vision for children beyond minimum standards. (available on iLearn) |
The prior-to-school sector is in a period of significant reform, with the Australian Government introducing key initiatives that are intended to lift quality standards and practices in ECE services. This week we will examine a key component of this reform: the National Quality Framework (NQF). You will develop an understanding of your regulatory accountabilities under the NQF, including the management responsibilities of nominated supervisors, and critically examine the potential impact of the NQF on quality and professional practice. |
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Week 6 Monday 5/9 |
Policy Development Wendy Shepherd |
Bryant & Gibbs (2013) Chapter 7 Sections A & B
Harris, P. (2010). ‘At a school like this’ (available on iLearn) |
This week we will look at the relevant legislation and accountabilities that require early childhood teachers to develop and/or adhere to policies pertaining to the education and care of young children. We will consider the scope of policies that pertain to schools and prior-to-school settings, as well as the process of policy development, implementation and review processes. |
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Week 7 Monday 12/9 |
Law 1: Industrial Legislation TBA |
Bryant & Gibbs (2013) Chapter 5 Section C
Heron, V. (2010). Modern awards. (available on iLearn) |
As employees and employers, early childhood teachers need to understand their rights and responsibilities under state and federal industrial legislation. This week, we will critically examine employment awards and agreements pertaining to teachers in prior-to-school settings and schools. |
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17/9 – 2/10 Mid-Semester Break NO INTERNAL CLASSES On-Campus Sessions for External Students: Thurs/Fri September 29 & 30 |
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Week 8 Monday 3/10 |
Law II: Duty of Care, Negligence and Child Protection Luke Touhill |
Bryant & Gibbs (2013) Chapter 6 Section E & Section F (Duty of care only)
COAG (2009) Protecting children is everyone’s business: National framework for protecting Australia’s children (available on iLearn) |
This week explores teachers’ duty of care and provides an overview of NSW legislation pertaining to child protection. We will examine Head of Agency responsibilities as well as your own responsibilities as mandatory reporters and as per the Ombudsman’s legislation. |
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Week 9 Monday 10/10 |
Children's Rights Luke Touhill |
McDonald, M (2010). Are disadvantaged families “hard to reach”? (available on iLearn)
Smith, A. (2007). Children’s rights and early childhood education. (available on iLearn) |
The notion of ‘children’s rights’ is espoused in the United Nations Convention on the Rights of the Child, in early childhood teachers’ professional codes, in legislation that pertains to young children, and in government early childhood education policy. This week we will critique what ‘children’s rights’ mean, and consider implications for teaching practice. Specific attention will be given to: images of children in Australian society, and the rights that are afforded by these images |
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Weeks10,11&12 |
No classes - ECHP324 Professional Experience
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Week 13 Monday 7/11 |
Rethinking quality early childhood education as leaders and managers Luke Touhill |
Bryant & Gibbs (2013) Chapter 3 Section B
Mac Naughton, G. (2003). Shaping Early Childhood: Learners, Curriculum and Contexts. Chapter 9 (available on iLearn) |
In our final week we will explore the managing and leading of early childhood classrooms, settings and schools through the lens of ‘quality’. An overview of quality early childhood education as conceptualised in research and government policy will be presented. These dominant conceptualisations will be critiqued and extended to incorporate responsible citizenship and social justice, both of which necessitate advocacy as a professional responsibility of early childhood teachers. |
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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.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
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.
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://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.
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 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:
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This graduate capability is supported by:
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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:
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This graduate capability is supported by:
Some minor changes to update unit readings and assessment tasks.