Unit convenor and teaching staff |
Unit convenor and teaching staff
Co-convenor
Jennifer Barr
Tiffany Jones
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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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 explores the historical and social contexts in which Australian education occurs. The perspectives that inform the unit are predominantly sociological and historical, but the disciplines of cultural studies, philosophy, politics and economics also have a strong influence. The unit begins with an overview of the development of education in Australia by discussing a number of key moments in the history of Australian education. The unit gives emphasis to issues of social justice and social disadvantage and also considers these matters in relation to contemporary issues in education: media, technology and community.
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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:
SUBMISSION REQUIREMENTS
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Final Submissions
EXTENSION REQUESTS AND LATE PENALTIES
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:
https://students.mq.edu.au/study/my-study-program/special-consideration/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 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.
FEEDBACK ON ASSIGNMENTS, REASSESSMENTS AND RE-SUBMISSIONS
Written feedback is given to students via rubrics when assignments are returned through Turnitin. If you wish to have these comments explained please contact the marker in the first instance. Students can seek to have work remarked only if they consider there has been a procedural error: a disagreement with academic judgement is not sufficient grounds for a remark. This is similar to the grounds for appealing a grade.
If you wish to have your work reassessed please advise the Unit Convenors, in writing, outlining your reasons for requesting the reassessment within seven days of the result being released. The Convenor will then access the version submitted to Turnitin.
Re-submission of assignments is not available. Students are advised to clarify requirements for assignments in tutorials, during on-campus days or with the Unit Convenors.
Name | Weighting | Hurdle | Due |
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AT(1): Reflective Response | 10% | No | 20 August, 2017 |
AT(2): Research Essay | 30% | No | 24 September, 2017 |
AT(3): DMR and Report | 30% | No | 22 October, 2017 |
AT(4): Exam | 30% | No | TBA |
Due: 20 August, 2017
Weighting: 10%
Overview
Activity: Submit a 350 (+/- 10%) word response via Turnitin
Value: 10 marks
Due date: Sunday, 20 August 2017 (Week 3)
Task: Reflective response to the set question.
Question
Why does Tait (2016) argue that the idea of Australian education being meritocratic is a myth? To what extent is Tait’s a valid argument?
In your response, you can refer to Tait (2016), EDUC 106 lectures and one other scholarly article to support your ideas.
The purposes of this task are:
Rubric assessment items
You will be rated on your ability to:
Due: 24 September, 2017
Weighting: 30%
Overview
Activity: Research essay (1,500 words +/- 10%) via Turnitin
Value: 30 marks
Date due: Sunday, 24 September 2017 (during mid-semester break)
Task: Essay – Researching educational disadvantage
Write an essay in which you consider the situation of students disadvantaged by: socioeconomic background, disability, English language proficiency, the particular needs of Indigenous students, school size, or school location. Select ONE disadvantaged group and comment on how effectively schools, and the education system more generally, prepares these disadvantaged students for employment, further education and training, and life beyond school.
The purposes of the task
This assignment builds on the skills of critically reviewing developed in the previous assessment task and provides you with the opportunity to:
Rubric assessment items
You will be rated on your ability to:
Due: 22 October, 2017
Weighting: 30%
Overview
Activity: Create and present a digital media response and submit an individual report (400 words +/-10%)
Value: 30 marks
Due date: The digital media response and reports are due Sunday 22 October 2017 (Week 11). Digital media response files are to be uploaded to the unit’s iLearn website and reports are to be submitted via Turnitin.
Task
In a group of three or four students, address a question concerning education and either media, OR popular culture OR technology, and create a digital media response to that driving question via a movie, a podcast or an animated PowerPoint.
Groups can select ONE of the ‘driving questions’ provided below, or devise a suitable ‘driving question’. The digital media response must be submitted to the unit website. Students must also submit an individually written, 400-word report. Group members must attend and participate in the presentation of the digital media response. External students will submit a description of the presentation.
Driving Questions- select ONE or devise a suitable alternative driving question.
The purposes of this task are:
This assignment builds on the skills of critically reviewing issues developed in the previous assessment tasks and provides you with the opportunity to:
Rubric assessment items
For the group process of preparing and presenting the digital media response you will be rated on your ability to:
For the individually written reflective report you will be rated on your ability to:
Due: TBA
Weighting: 30%
Overview
Activity: Formal examination
Value: 30 marks
Due date: During the examination period at a time, date and place to be advised by the University.
The purpose of this task is:
To ensure that students review the contents of entire unit.
UNIT REQUIREMENTS
Expectations in order to pass the unit
Note: It is not the responsibility of the unit convenor or teaching staff to contact students who have failed to submit assignments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.
Attendance requirements
All classes for this unit begin in week 1. This includes lectures, and internal tutorials.
Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards and/or the Australian Children's Education and Care Quality Authority (ACECQA) requirements.
Attendance at all tutorials or on campus days is expected and the roll will be taken. Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenors requesting a change.
There are two different lectures provided each week that you need to attend or listen -
Tutorials are conducted on Tuesdays, Wednesdays, Thursdays and Fridays and internal students are expected to attend.
On Campus Days for External Students
External students are expected to attend, for the full day, the 2 on-campus sessions:
Electronic communication
During semester time, communication between staff and students will be through the following ways:
It is the student’s responsibility to check all electronic communication on a regular weekly basis.
Technology required
Use of information and computer technology for the production of assignments, research and communication is a requirement of this unit.
Effective use of information technologies is essential for all students and teachers. To ensure that all EDUC106 students begin to develop or extend these skills students must have regular access to a computer and the Internet. This unit has an iLearn webpage and uses Turnitin. You will need access to a computer and the internet. There are a number of computers in the Computer Labs (C5C Rooms 211, 213 and 217). Most local libraries are also now linked to the Internet.
Please DO NOT contact the Unit Co-convenors or other teaching staff regarding iLearn technical issues. Please contact Student IT Help Desk (Ph: 9850 4357) or email IT support.
Required Text
Readings available electronically
The readings listed in the unit outline and on iLearn are available electronically from the Macquarie University library collection of electronic journals and can be accessed via the catalogue, journal finder or databases links.
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
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:
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:
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:
Changes from the 2016 version
A number of changes have been made for the 2017 version of this unit. The weighting of assessments was changed to reflect the breath of the topics addressed and effort required, including the following enhancements: