Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Coordinator
Belinda Davis
Contact via Via ilearn dialogue
X5B 262
Lecturer/ Tutor/ Marker
Rosemary Dunn
Contact via Via ilearn dialogue
X5B 120
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
24cp at 100 level or above
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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 the role of play in supporting young children’s literacy and numeracy development from birth to their transition into school. The unit builds students’ capacity to recognise, evaluate and design environments and experiences that encourage play-based learning and enable children with diverse socio-cultural and linguistic backgrounds and abilities to develop the early literacy and numeracy competencies and dispositions essential for academic and social success at school and beyond.
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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:
Department of Educational Studies (EC) Unit Expectations
Extensions
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Disruption to Studies" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at:
http://students.mq.edu.au/student_admin/exams/disruption_to_studies/
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Final Submissions
Name | Weighting | Hurdle | Due |
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Assessment 1 | 20% | No | Week 5 |
Assessment 2 | 40% | No | Week 11 |
Assessment 3 | 40% | No | Week 14 |
Due: Week 5
Weighting: 20%
Students outline their developing understanding of the relationship between literacy and numeracy with reference to lecture materials and readings.
Assessment Criteria
Developing understanding of literacy and numeracy
Inclusion of course readings
Adherence to APA referencing
Due: Week 11
Weighting: 40%
Students plan and create three learning environments that support children’s early literacy explorations and development. Each environment will be created for different age groups: 12-24 months; 2-3 year olds; and 3-5 year olds. The planning of these environments must be devised around a theme or topic.
For each environment students will provide a rationale for their selection of resources and layout of the environment. Students will provide an overview of the language and literacy skills to be explored, the relevance of the experiences for children's development within the context of the Early Years Learning Framework (EYLF) and the role of the educator in these situations. Students should refer to relevant research literature when outlining their rationale.
Assessment Criteria
Assignments will be marked on the following criteria:
1.Well-argued and supported rationale for inclusion of resources and creation of the learning environments.
2.Demonstrated understanding of pedagogies of play, modelling, communicating and questioning to facilitate the development of literacy and language.
3.Demonstrated understanding of literacy and language for children at various stages of development.
4.Presentation, writing and referencing
Due: Week 14
Weighting: 40%
Students design a series of 3 play-based learning experiences that integrate literacy and numeracy and incorporate different types of play for 3 out of 4 different scenarios provided to them. Each scenario focuses on a different age group (birth-12 months; 12-24 months; 2-3 years; 3-5 years) and socio-cultural and –economic early childcare and education setting.
Students will relate each experience to specific literacy and numeracy outcomes in the EYLF and provide a clear, research-based rationale for the selected literacy and numeracy focus of each experience.
Marking Criteria
1.Well-argued and supported rationale for each planned experience, demonstrating sensitivity to children’s diverse backgrounds and strengths
2.Demonstrated understanding of pedagogies of play and intentional teaching that support early literacy and numeracy development
3.Ability to integrate literacy and numeracy with each other and with other curriculum areas
4.Engagement with relevant research literature
5.Presentation, writing and referencing
Delivery
Internal Tutorials: Wednesday 2pm W5C 220 and Thursday 9am E6A 133
On campus days: Friday 28th April and Saturday 29th April C5A 201
Resources
There is no required textbook for this unit.
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_2016.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 (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
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
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