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ECHE220 – Early Childhood Pedagogy and Curriculum

2017 – S2 External

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Rebecca Andrews
Contact via 9850 9871
X5B 269
Tutor
Anne-Maree Tonkin
Contact via iLearn dialogue
X5B 244
Tutor
Kim Rowland
Contact via iLearn dialogue
Credit points Credit points
3
Prerequisites Prerequisites
ECHP122
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit introduces students to the theoretical and philosophical trends underpinning early childhood pedagogy. Students explore the historical origins of early childhood curriculum and examine the principles and practices that influence contemporary approaches to teaching and learning with young children. Students will be introduced to philosophical principles including equity, diversity, ethics and critical thinking. In addition they will examine issues of professional judgment and curriculum decision making.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. 1. Understand the historical context and theoretical perspectives that influence contemporary early childhood education and care.
  2. 2. Identify key characteristics of early childhood teachers and contexts
  3. 3. Understand and appreciate self as an early childhood professional, and as a learner
  4. 4. Describe contemporary issues surrounding the pedagogy of professional practice
  5. 5. Articulate an understanding of curriculum decision making and change
  6. 6. Demonstrate increased skills of investigation and the ability to synthesise ideas
  7. 7. Use library resources and information technology to enhance learning

General Assessment Information

More detail on each of the assessment tasks can be found in the separate "Assessment Guide" on the unit iLearn site

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.

Assignment extensions 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 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.

Requesting a remark of an assignment

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark.  To request a re-mark you need to contact  the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.

Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.

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. 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 (2016).

The following guide can be purchased from the Co-op Bookshop: 

Perrin, R. (2016). Pocket guide to APA style (6th ed.). Boston: Cengage Learning.

 

 

Assessment Tasks

Name Weighting Hurdle Due
Explaining the EYLF 30% No Part A: Wk 4 Part B: Wks 5 & 6
Essay 40% Week 9
Documentation and Planning 30% Week 13

Explaining the EYLF

Due: Part A: Wk 4 Part B: Wks 5 & 6
Weighting: 30%

Part A:  Parent Newsletter

Part B: Group Presentation

 


This Assessment Task relates to the following Learning Outcomes:
  • 2. Identify key characteristics of early childhood teachers and contexts
  • 3. Understand and appreciate self as an early childhood professional, and as a learner
  • 4. Describe contemporary issues surrounding the pedagogy of professional practice
  • 5. Articulate an understanding of curriculum decision making and change

Essay

Due: Week 9
Weighting: 40%

 

 

 


This Assessment Task relates to the following Learning Outcomes:
  • 1. Understand the historical context and theoretical perspectives that influence contemporary early childhood education and care.
  • 2. Identify key characteristics of early childhood teachers and contexts
  • 3. Understand and appreciate self as an early childhood professional, and as a learner
  • 4. Describe contemporary issues surrounding the pedagogy of professional practice
  • 5. Articulate an understanding of curriculum decision making and change
  • 6. Demonstrate increased skills of investigation and the ability to synthesise ideas
  • 7. Use library resources and information technology to enhance learning

Documentation and Planning

Due: Week 13
Weighting: 30%

.


This Assessment Task relates to the following Learning Outcomes:
  • 4. Describe contemporary issues surrounding the pedagogy of professional practice
  • 5. Articulate an understanding of curriculum decision making and change
  • 6. Demonstrate increased skills of investigation and the ability to synthesise ideas
  • 7. Use library resources and information technology to enhance learning

Delivery and Resources

Lectures available online: weeks 1- 9 and week 13. 

Weekly tutorials: weeks 1-9 and week 13. 

On campus dates: Friday and Saturday, September 22nd and 23rd.

Attendance for undergraduate units

All classes for this unit begin in week 1. This includes lectures, and 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 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 convenor requesting a change.

Unit Texts

The following texts are required for this unit:

Department of Education, Employment and Workplace Relations. (2010). Educators’ guide to the early years learning framework. Retrieved from http://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_yea rs_learning_framework_for_australia.pdf

Department of Education, Employment & Workplace Relations. (2009). Belonging, being & becoming. The Early Years Learning Framework for Australia. Canberra, ACT: Commonwealth of Australia. Retrieved from http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_t he_early_years_learning_framework_for_australia.pdf

Australian Children’s Education and Care Quality Authority. (2011). Guide to the National Quality Standards. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework- Resources-Kit/NQF03-Guide-to-NQS-130902.pdf

It is also expected that you will use the following referencing guide in preparing written assignments:

Perrin, R. (2016). Pocket guide to APA style (6th ed.). Boston: Cengage Learning.

Required Readings: 

There are required readings each week. These are listed in the detailed unit schedule and are available on iLearn. 

Relevant Documents 

The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn: 

  • ECHE 220 Assessment Guide 
  • ECHE 220 Unit Schedule and Reading Guide

Electronic Communication 

During semester time, staff may contact students using the following ways: 

Dialogue function on iLearn

Other iLearn communication functions

Official MQ Student Email Address

It is the student’s responsibility to check all electronic communication on a regular weekly basis. 

Unit Expectations 

In order to be eligible for a passing grade, students must meet the following attendance requirements: 

  • Internal Students: Participate in at least 80% of all tutorials – punctuality is expected. Consistent lateness or absence will jeopardise a passing grade 
  • External Students: Participate in all on-campus sessions – punctuality is expected. 
  • Students are required to contribute to all online and tutorials tasks 
  • Students are expected to read weekly readings before completing tasks and attending tutorials 
  • Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials 
  • All assessment tasks must be submitted 

Withdrawing from this UG Unit

If you are considering withdrawing from this unit, please seek academic advice by writing to https://ask.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.

 

Unit Schedule

The unit is broken into four  modules, each of which consider key aspects of early childhood education, curriculum and pedagogy. A more detailed unit schedule, with weekly topics and readings will be available on iLearn. 

 

Module 1:

 

Key Ideas in Early Childhood Education 

  • Brief overview of historical background to early childhood education and key ideas underpinning contemporary thinking
  • Introduction to the NQF and EYLF 
  • Defining pedagogy and curriculum 

 

Module 2:

 

The Early Years Learning Framework

  • Unpacking the Principles, Practices and Learning Outcomes
  • How they work together throughout curriculum pedagogy
  • Examining sustainability practices in early childhood settings

 

Module 3: 

 

Early Childhood Curriculum and pedagogy

  • Considering the elements of curriculum design (including interactions, experiences, environments, routines)
  • Unpacking pedagogy (including relationships, contexts, theoretical perspectives)

 

Module  4:

 

Documenting, planning and assessing within the NQF

  • Explanation of key legislation and other documents (including the Law, Regulations, NQS and EYLF)
  • Planning for learning, tracking children’s progress against the learning outcomes
  • Contemporary approaches to documentation and planning for learning

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

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.

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.

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

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 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 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 Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity 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.

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

Problem Solving and Research Capability

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:

Learning outcomes

  • 5. Articulate an understanding of curriculum decision making and change
  • 6. Demonstrate increased skills of investigation and the ability to synthesise ideas
  • 7. Use library resources and information technology to enhance learning

Assessment tasks

  • Explaining the EYLF
  • Essay
  • Documentation and Planning

Effective Communication

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:

Learning outcome

  • 6. Demonstrate increased skills of investigation and the ability to synthesise ideas

Assessment tasks

  • Essay
  • Documentation and Planning

Discipline Specific Knowledge and Skills

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:

Learning outcomes

  • 1. Understand the historical context and theoretical perspectives that influence contemporary early childhood education and care.
  • 2. Identify key characteristics of early childhood teachers and contexts
  • 3. Understand and appreciate self as an early childhood professional, and as a learner
  • 4. Describe contemporary issues surrounding the pedagogy of professional practice
  • 5. Articulate an understanding of curriculum decision making and change

Assessment tasks

  • Explaining the EYLF
  • Essay
  • Documentation and Planning

Critical, Analytical and Integrative Thinking

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:

Learning outcomes

  • 2. Identify key characteristics of early childhood teachers and contexts
  • 4. Describe contemporary issues surrounding the pedagogy of professional practice
  • 6. Demonstrate increased skills of investigation and the ability to synthesise ideas

Assessment tasks

  • Explaining the EYLF
  • Essay
  • Documentation and Planning

Creative and Innovative

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:

Learning outcomes

  • 5. Articulate an understanding of curriculum decision making and change
  • 7. Use library resources and information technology to enhance learning

Assessment tasks

  • Explaining the EYLF
  • Essay
  • Documentation and Planning

Engaged and Ethical Local and Global citizens

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:

Learning outcome

  • 1. Understand the historical context and theoretical perspectives that influence contemporary early childhood education and care.

Assessment task

  • Essay

Capable of Professional and Personal Judgement and Initiative

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:

Learning outcomes

  • 1. Understand the historical context and theoretical perspectives that influence contemporary early childhood education and care.
  • 3. Understand and appreciate self as an early childhood professional, and as a learner
  • 5. Articulate an understanding of curriculum decision making and change

Assessment tasks

  • Explaining the EYLF
  • Essay
  • Documentation and Planning