Unit convenor and teaching staff |
Unit convenor and teaching staff
Associate Professor
Sheila Degotardi
Contact via Via iLearn dialogue
X5B367
by appointment
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
[(ECED603 or ECED819) and (ECED605 or ECED824)] or [admission to MEChild or MEd or PGDipEdS or MIndigenousEd or MSpecEd or PGCertSpEd]
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
ECHX832
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Unit description |
Unit description
The recognition of the importance of children's first three years of life has led to an increasing awareness of the specialist nature of infant-toddler education and care services. This unit covers contemporary perspectives that can inform educational programs that aim to support infant-toddler development and learning. Students will build on prior knowledge about children's learning and development to critically reflect on research-based literature and examine its relevance in a range of infant-toddler early childhood programs. Students will design and implement an inquiry-based project to deepen their understanding of the applicability of this knowledge to infants and toddlers, their families and educators.
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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:
This Unit Guide provides a brief description only of each required assessment piece. Full instructions are provided via an assessment and assignment guide, available on the iLearn site.
In order to achieve a passing grade, it is expected that all assignments are completed, and that all assignments demonstrate a serious attempt to address the assignment task.
Presentation and submission Guidelines
Assignments 1, 3, 4 (presentation slides) and 5 will be submitted via the identified link on the ECED/ECHX832 iLearn site. The submission is via TURNITIN, which permits online assessment as well as the detection of material copied from other sources. Please ensure that all material is written and referenced according to standard academic conventions.
Assignment 2 and the peer feedback part of assignment 4 are submitted as per instructions in the Assignment and assessment guide, available on iLearn
Assignments are due before midnight on the specified date.
IT IS YOUR RESPONSIBILITY TO CHECK THAT YOUR SUBMISSION HAS BEEN SUCCESSFUL AND TAKE ANY MEASURES TO ENSURE THAT YOUR ASSIGNMENT HAS BEEN SUBMITTED TO THE TURNITIN SITE BY THE DUE TIME AND DATE. YOU MUST ALLOW SUFFICIENT TIME FOR YOUR ONLINE SUBMISSION TO BE PROCESSED, AS LATE SUBMISSIONS DUE TO LAST MINUTE TECHNICAL DIFFICULTIES WILL INCUR LATENESS PENALTIES.
PRESENTATION AND SUBMISSION GUIDELINES
When preparing your assignments, it is essential that:
Assignment presentation and submission
All written submissions are to be legible and professionally presented. Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Final Submissions
All sections of the assignment, apart from references and appendices, are included in the word limit. If your assignment seriously exceeds the word limit, it will be marked only to the point at which the word limit is reached.
The nature of scholarly endeavour, dependent as it is on the work of others, binds all members of the University community to abide by the principles of academic honesty.
Plagiarism is a matter of particular importance. Plagiarism is defined as using the work or ideas of another person and presenting this as your own without clear acknowledgement of the source of the work or ideas. This includes, but is not limited to, any of the following acts:
The University’s Academic Honesty Policy can be found on the Policy Central website: http://www.mq.edu.au/policy/index.html
TURNITIN is used to assist students with appropriate referencing and paraphrasing, and to detect plagiarism. The system also serves as a digital repository if anything should happen to your hard copy submission or personal backup. Please ensure you have stated your TURNITIN receipt number on your coversheet. A link to TURNITIN is embedded in iLearn.
Extensions and Late Assignments
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.
Name | Weighting | Hurdle | Due |
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Reading journal | 20% | No | 20th August and 10th September |
Project ideas consultation | 0% | Yes | 1st group consultation session |
Research Project Proposal | 30% | No | 24th September |
Project progress report | 15% | No | 2nd group consultation session |
Project final report | 35% | No | 19th November |
Due: 20th August and 10th September
Weighting: 20%
2 x 600-700 word critical analyses of required readings
Due: 1st group consultation session
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Project ideas consultation hurdle task
Due: 24th September
Weighting: 30%
1500 word written project proposal
Due: 2nd group consultation session
Weighting: 15%
10-15 minute powerpoint presentation detailing project progress, emerging findings and implications, plus written feedback to peer
Due: 19th November
Weighting: 35%
1750-2250 word report: Analysis and critical discussion of project findings
The unit content, delivered via unit readings and assignment tasks, is supported by:
Two compulsory consultation sessions of around 90-minutes in length.
The precise date and times of these sessions will be determined early in the study session, and will depend upon the availability and time-zones of students and the unit convener. Unless alternative arrangements are agreed upon by all students in each study group:
Students may elect to come on campus, or attend remotely, via the Zoom online conferencing facility. Students who choose the online option must ensure that they have reliable and sufficient internet connection. Details will be provided about the technical requirements on the ECED/ECHX832 ilearn site. Please contact the convener before census date if you foresee any difficulties with attending either of these consultation sessions.
Individual consultations with the unit convener
The unit convener is available for individual consultations via email, phone or Skype. Please contact her via the ilearn dialogue for an appointment to chat.
Allocation of student time to this unit
ECED/ECHX832 is worth four credit points and you would usually be expected to allocate about 12 hours a week in study for a four credit point unit over the session. The guide outlined below provides an indication of the time spent on learning experiences.This estimate is based on average student performance. You may choose to spend more time on the unit, particularly if you are attempting to achieve high grades or if you encounter problems in understanding the material or meeting unit requirements.
Learning Experience |
Approximate time per relevant week |
Estimated time over the semester |
Orientation to the unit |
2 x 1 hours |
2 hours |
Weekly prescribed readings |
7 x 3.5 hours |
24.5 hours |
Consultation session engagement |
2 x 90 minute consultation sessions |
3 hours |
Assignment 1 |
2 x 6 hours |
12 hours |
Assignment 2 |
4 hours |
4 hours |
Assignment 3 |
14 hours |
14 hours |
Assignment 4 |
1 hour for feedback 3 hours presentation preparation |
4 hours |
Assignment 5 |
Data collection and analysis – 4 x 6 hours Final report |
48 hours 24 hours |
There is a website for this unit. Access to this unit is available online through iLearn (ilearn.mq.edu.au). You will need to login using your Macquarie ID. This site is an essential unit resource. You are required to check this website at least twice per week for any announcements. In addition, it has the following features and functions:
Study and assignment resources
Assignment submission links: For you to submit your assignment work
Dialogue: for private messages to teaching staff.
Please note that I will respond to dialogue emails in a timely manner. Please be aware that I have multiple teaching, research and administrative commitments so it may take me a couple of days to respond. It is unrealistic to expect me to respond after work hours or during weekend.
There is no required text for this unit. Instead, you will be provided with some research-based literature for weeks 1 to 7, and are then expected to source your own literature to assist with the completion of your assignments.
The required readings are listed in the Weekly content section of this Unit Guide. Information about how to find these readings will be provided in the study resources section of the iLearn site.
Recommended text (available from the co-op bookshop):
Degotardi, S., & Pearson, E (2014). The relationship worlds of infants and toddlers: Multiple perspectives from early years research and practice. Maidenhead, UK: Open University Press.
There are also many pedagogical or development books about infant and toddlers in the library. The following list contains some research-based literature that pertains specifically to infant-toddler curriculum, pedagogy and development.
Research-based books
Abbott, L., & Langston, A. (2002) Birth to three matters: A framework to support children in their earliest years. London, DfES/Surestart.
Berthelsen, D., Brownlee, J. & Johansson, E. (Eds.) (2009). Participatory learning in the early years: Research and pedagogy, Oxon, UK, Routledge.
Elfer, P., Goldschmied, E., & Selleck, D. (2003). Key persons in the nursery: Building relationships for quality provision. London: David Fulton Publishers.
Gandini, L. & Edwards, C. P. (2001) Bambini: The Italian approach to infant/toddler care, New York, Teachers College Press.
Goouch, K., & Powell, S. (2013). The baby room: Principles, policy and practice. Maidenhead, UK: Open University Press
Gopnik, A. (2009) The philosophical baby, New York, NY, Farra, Straus and Giroux.
Johansson, E., & White, E.J (2011). Educational research with our youngest: Voices of infants and toddlers. Dordrecht: Springer
Lamb, M. E., Bornstein, M. & Teti, D. M. (2002) Development in infancy, Mahwah, N.J, Erlbaum.
Nelson, K. (2007) Young minds in social worlds: Experience, meaning, and memory Cambridge, MA, Harvard University Press.
Rochat, P. (2001) The infant's world, Cambridge, MA, Harvard University Press.
Harrison, L., & Sumsion, J. (2014). Lived spaces of infant-toddler education and care: Exploring diverse perspectives on theory, research and practice. Dordrecht, The Nederlands: Springer.
Wittmer, D. (2008) Focusing on peers: The importance of relationships in the early years, Washington, DC, Zero to Three.
Some suggested book chapters (although see above for edited books in infant-toddler ECEC):
Brooker, L. (2009) Just like having a best friend: How babies and toddlers construct relationships with their key workers in nurseries. In Papatheodorou, T. & Moyles, J. (Eds.) Learning together in the early years: Exploring relational pedagogy. Oxon, UK, Routledge.
Degotardi, S. (2015) Expressing, interpreting and exchanging perspectives during infant-toddler social interactions: The significance of acting with others in mind. In L. Harrison and J Sumsion (Eds). Lived spaces of infant-toddler education and care: exploring diverse perspectives on theory, research and practice, pp187-199.. Dordrecht, The Nederlands: Springer.
Degotardi, S., Semann, A. & Shepherd, W. (2012 ) Using practitioner inquiry to promote reflexivity and change in early childhood programs. In Whiteman, P. & De Gioia, K. (Eds.) Children and Childhoods. Newcastle, England, Cambridge Scholars Publishing.
Hay, D. F., Caplan, M. & Nash, A. (2009). The beginnings of peer relations. In Rubin, K. H., Bukowski, W. M. & Laurson, B. (Eds.) Handbook of peer interactions, relationships, and groups. New York, The Guilford Press.
Mitchelmore, S., Degotardi, S., & Fleet, A. (2017). The richness of everyday moments: Bringing visibility to the qualities of care within pedagogical spaces (87-99). In White, E.J and Dalli, C. (Eds.). Under-three Year Olds in Policy and Practice. Singapore: Springer
Singer, E. & De Haan, D. (2007) Social life of young children: Co-contruction of shared meanings and togetherness, humour, and conflicts in child care centres. In Spodek, B. & Saracho, O. N. (Eds.) Contemporary perspectives on research in early childhood social learning. Charlotte, N.C., Information Age Publishers.
Journal Special Issues
Early Years: An International Research Journal, 32 (2): Special issue: Professional issues in work with babies and toddlers
European Early Childhood Education Research Journal, 19 (2): Special Issue – Birth to three
International Journal of Early Childhood, 10 (1): Special issue on children under 3
WEEKLY CONTENT
Week beginning |
Topic |
Prescribed readings |
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1. 31st July |
Conceptualisations of ‘quality’ in infant-toddler early childhood programs |
Read at least 3 from: Brownlee, J., Berthelsen, D., & Segaran, N. (2009). Childcare workers' and centre directors' beliefs about infant childcare quality and professional training. Early Child Development and Care, 179(4), 453-475. Dalli, C (2014): Quality for babies and toddlers in early years settings. TACTYC Occassional Paper 4: http://tactyc.org.uk/wp-content/uploads/2014/04/Occ-Paper-4-Prof-Carmen-Dalli.pdf Degotardi, S. & Pearson, (2014). The relationship worlds of infants and toddlers: Multiple perspectives from early years theory and practice (Chapter 1) . Maidenhead, Open University Press. King, E. K., Pierro, R. C., Li, J., Porterfield, M. L., & Rucker, L. (2016). Classroom quality in infant and toddler classrooms: impact of age and programme type. Early Child Development and Care, 25, 875-893. doi:10.1080/03004430.2015.1134521 Pessanha, M., Peixoto, C., Barros, S., Cadima, J., Pinto, A. I., Coelho, V., & Bryant, D. M. (2017). Stability and change in teacher-infant interaction quality over time. Early Childhood Research Quarterly, 40, 87-97. doi:https://doi.org/10.1016/j.ecresq.2016.10.003 Thomason, S. A., & La Paro, K. (2009). Measuring the quality of teacher-child interactions in toddler child care. Early Education and Development, 20, 285-304. doi: 10.1080=10409280902773351 Li, W., Farkas, G., Duncan, G., Burchinal, M. R., & Vandell, D. (2013). Timing of high quality child care and contiive, language, and preacademic development. Developmental Psychology, 49(8), 1440-1451. doi:10.1037/a0030613 |
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2. 7th August |
Challenges and debates |
Read at least 3 from: Degotardi, S. & Pearson, (2014). The relationship worlds of infants and toddlers: Multiple perspectives from early years theory and practice (Chapter 2). Maidenhead, Open University Press. Cheeseman, S. (2017). Narratives of infants’ encounters with curriculum: Beyond the curriculum of care. Contemporary Issues in Early Childhood, 18(1), 55-66. doi:10.1177/1463949117692243 Cheeseman, S., Sumsion, J., & Press, F. (2015). Infants of the productivity agenda: Learning from birth or waiting to learn. Australasian Journal of Early Childhood, 40(3) 38-45. Davis, B., & Degotardi, S. (2015). Who cares: Infant educators' responses to professional discourses of care. Early Child Development and Care. doi:10.1080/03004430.2015.1028385 Elfer, P., & Page, J. (2015). Pedagogy with babies: perspectives of eight nursery managers. Early Child Development and Care, 1-21. doi:10.1080/03004430.2015.1028399 Clark, R. M. & Baylis, S. (2012) 'Wasted down there': Policy and practice with the under-threes. Early Years: Journal of International Research and Development, 32, 229-242. |
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3. 14th August |
Conceptualising curriculum 1: Play and exploration |
Read at least 3 from: Degotardi, S., & Pearson, E. (2016). Infant Play: How Interactions Build and Support Relationships. In M. Ebbeck and M. Waniganayeke (Eds.), Children’s play in early childhood education: Facilitating learning in diverse contexts, 2n Edition. Oxford University Press. Degotardi, S. (2013). "I think, I can": Acknowledging and promoting agency during educator-infant play. In O. F. Lillemyr, S. Dockett, & B. Perry (Eds.), Varied perspectives on play and learning: Theory and research on early years education. Charlotte, NC: Information Age Publishing. Loizou, E. (2007) Humour: A different type of play. European Early Childhood Education Research Journal, 13 (2), 97-109. doi.org/10.1080/13502930585209701 Ridgway, A., Li, L., & Quiñones, G. (2016). Visual narrative methodology in educational research with babies: triadic play in babies’ room. Video Journal of Education and Pedagogy, 1(1), 1. doi:10.1186/s40990-016-0005-0 Salamon, A., & Harrison, L. (2015). Early childhood educators' conceptions of infants' capabilities: the nexus between beliefs and practice. Early Years: An International Research Journal, 35(3), 273-288. doi:10.1080/09575146.2015.1042961 Shin, M. (2012) The role of joint attention in social communication and play among infants. Journal of Early Childhood Research, 10, 309-317. |
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Reading Journal entry 1 due 20th August |
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4. 21st August |
Conceptualising curriculum 2: Routines, rituals and interactions |
Read at least 3 from: Albon, G., & Barnes, J. (2009). Investigating sleep routines in early childhood care and education centres. The First Years Tga Tua Tuatahi: New Zealand Journal of Infant and Toddler Education, 11(1), 16-18 Degotardi, S., Torr, J., & Nguyen, N.T (2016). Infant-toddler educator’ language support practices during snack-time. Australasian Journal of Early Childhood, 41(4), 52-62 Degotardi, S. (2010). High-quality interactions with infants: Relationships with early childhood practitioners’ interpretations and qualification levels in play and routine contexts. International Journal of Early Years Education, 18(1), 27-41. Girolametto, L., Weitzman, E., van Lieshout, R., & Dawna, D. (2000). Directiveness in teachers' language input to toddlers and preschoolers in day care. Journal of Speech, Language and Hearing Research, 43, 1101-1114. Hallam, R. A., Fouts, H. N., Bargreen, K. N., & Perkins, K. (2016). Teacher-child interactions during mealtimes: Observations of toddlers in high subsidy child care centres. Early Childhood Educaiton Journal, 44, 51-59. doi:10.1007/s10643-014-0678-x |
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5. 28th August |
Relationship-based pedagogy 1
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Read at least 6 from: Degotardi, S. & Pearson, (2014). The relationship worlds of infants and toddlers: Multiple perspectives from early years theory and practice (Chapter 3, 4, 5 or 6 – up to p.81) . Maidenhead, Open University Press. Degotardi, S., & Pearson, E. (2008). Relationship theory in the nursery: Attachment and beyond. Contemporary Issues in Early Childhood, 10(2), 144-145. Degotardi, S. (2015). Mind mindedness: Forms, features and implications for infant-toddler pedagogy. In S. Robson & S. F. Quinn (Eds.), Routledge International Handbook of Young Children's Thinking. London: Routledge. Elfer, P. (2006) Exploring children's expressions of attachment in nursery. European Early Childhood Education Research Journal, 14, 81-95. Lee, S. Y. (2006). A journey to a close, secure, and synchronous relationship. Infant-caregiver relationship development in a childcare context. Journal of Early Childhood Research, 4(2), 133-151. Lokken, G. (2000). Tracing the social style of toddler peers. Scandinavian Journal of Educational Research, 44(2), 163-176. McGaha, C. G., Cummings, R., Lippard, B. & Dallas, K. (2012) Relationship building: infants, toddlers, and 2-year-olds. Early Childhood Research & Practice, 13(1). Shin, M. (2010). Peeking at the relationship world of infant friends and caregivers. Journal of early childhood research, 8(3), 294-302. doi: 10.1177/1476718X10366777 Williams, S. T., Mastergeorge, A. M. & Ontai, L. L. (2010) Caregiver involvement in infant peer interactions: Scaffolding in a social context. Early Childhood Research Quarterly, 25, 251-266. |
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6. 4th Sept |
Relationship-based pedagogy 2 |
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Reading Journal entry 2 due 10th September |
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11th Sept |
Professionalism and professionalisation |
Read at least 3 from: Degotardi, S., & Pearson, E (2014), The relationship worlds of infants and toddlers: Multiple perspectives from early years theory and practice (Chapter 6, pp.81-end or Chapter 7) . Maidenhead, Open University Press. Elfer, P. (2012). Emotion in nursery work: Work discussion as a model of critical professional reflection. Early Years: An International Journal of Research and Development, 32(2), 129-141. doi: 10.1080/09575146.2012.697877 Insley, K., & Lucas, S. (2009). Making the most of the relationship between two adults to impact on early childhood pedagogy: Raising standards and narrowing attainment. In T. Papatheodorou & J. Moyles (Eds.), Learning together in the early years: Exploring relational pedagogy (pp. 157-168). London, UK: Routledge. Recchia, S. L., & Loizou, E. (2002). Becoming an infant caregiver: Three profiles of personal and professional growth. Journal of Research in Childhood Education, 16(2), 133-147. Tomlin, A. M., Sturm, L., & Koch, S. M. (2009). Observe, listen, wonder, and respond: A preliminary exploration of reflective function skills in early care providers. Infant mental Health Journal, 30(6), 634-647. Virmani, E. A., & Ontai, L. L. (2010). Supervision and training in child care: Does reflective supervision foster caregiver insightfulness? Infant Mental Health Journal, 31(1), 16-32. doi: 10.1002/imhj.20240 |
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Consultation session 1 on the 17th September: Assignment 2 Due on that day |
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18th Sept – 1st Oct |
Mid session recess |
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Assignment 3 due 24th September |
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8. 2nd October |
Project implementation |
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9. 9th October |
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10. 16th October |
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11. 23rd October |
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12. 30th October |
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13. 7th November |
Prepare for second consultation session |
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Second consultation session on the weekend of the 11th November: Assignment 4 presentation due at ths time, with peer feedback due 1 day post the consultation session |
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14. 14th November |
Project completion |
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Assignment 5 due Sunday 19th November |
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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
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/
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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.
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