Unit convenor and teaching staff |
Unit convenor and teaching staff
Academic Coordinator
Sandra Cheeseman
X5B 268
Professional Experience Coordinator
Catherine Patterson
Angela Chng
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
ECHP324 or ECHP325 or ECHP327 or admission to GDipAdvStEc
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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 incorporates theoretical and practical aspects of teaching and includes a compulsory professional experience field component in a prior-to-school setting. The professional experience includes a series of observation days and a 15 day teaching block. This unit builds on earlier reflective practice units, particularly in the areas of curriculum decision making, refinement of teaching strategies, and documentation of children's learning. One component of this unit is study of the work of educators in Reggio Emilia, which is analysed in terms of implications for Australian early childhood contexts. Another focus is an extension of earlier studies of ways to counter bias and a consideration of socially just educational contexts.
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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:
Assessment Presentation & Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Final Submissions
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:
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.
Department of Educational Studies (EC) 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 (2015) and in the 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.
Family and Children’s Records at Department of Educational Studies (EC)
Some assessment tasks require students to submit records about families and about children and their learning. It is expected that the records submitted are original, authentic, adheres to the ethical practices of the Early Childhood Australia Code of Ethics (2016) and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery (see Fabrication in the EC Academic Honesty Handbook). Please note that submitted records can only be used once for assessment purposes.
Confidentiality
Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.
Name | Weighting | Hurdle | Due |
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Assignment 1 | 45% | No | March 31, 9am |
Assignment 2a | 0% | Yes | 1st May or Week 8 |
Assignment 2b | 0% | No | May 8 - 26 |
Assignment 3 | 15% | No | Week 12 & 13 or OCD (2) |
Assignment 4 | 40% | No | June 13, 9am |
Due: March 31, 9am
Weighting: 45%
Analysing the Disposition to Document - teaching techniques and child perspectives. Part A is an analysis of teaching techniques that support the disposition to document, children's perspectives and intentional teaching. Part B requires the student to analyse video sequences to identify the children's possible thinking, theorising, motivations and intents.
Due: 1st May or Week 8
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Student will be required to bring to class (internals) or submit online (externals) extracts from your PE Folder. This is designed for you to demonstrate your preparedness to begin PE. Students may not begin PE Block until this requirement is met. Satisfactory/Unsatisfactory grading.
Due: May 8 - 26
Weighting: 0%
20 days of Professional Experience in a prior to school setting.
Due: Week 12 & 13 or OCD (2)
Weighting: 15%
Oral Presentation to Peers reflecting in the teaching techniques and professional challenges encountered on professional experience.
Due: June 13, 9am
Weighting: 40%
Documenting Pedagogically - a presentation of a piece of pedagogical documentation developed whilst on profesional experience.
The following are REQUIRED TEXTS for ECHP425. All students must have a copy of the required texts and bring them to class each week or to the On Campus. You may already have purchased some of these texts for previous units at IEC.
1. ECHP425 Custom etexbook. (2017). Custom etextbook including chapters from a range of publications. Sydney: Pademelon Press. (purchase from www.pademelonpress.com.au)
2. Australian Children's Education & Care Quality Authority. (2011). Guide to the national quality standard. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
3. Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia. Australia: Commonwealth of Australia. Retrieved from http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
4. Fleet, A., & Robertson, J. (Eds.). (2005). Exhibit-On 3 catalogue: Unpacking interpretation. Sydney: Institute of Early Childhood, Macquarie University.
5. MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children. Choices for theory and practice. Melbourne: Addison Wesley Longman
IN ADDITION TO THESE TEXTS A NUMBER OF REQUIRED READINGS WILL BE PROVIDED TO YOU VIA THE LIBRARY E-RESERVE. PLEASE SEE THE COMPLETE LIST OF READINGS FOR THE UNIT ON THE ILEARN PAGE.
The Following are HIGHLY RECOMMENED TEXTS that we feel will support your thinking in this unit.
1. Chng, A. (2015). Documenting children's learning. A research in practice series. Canberra: Early Childhood Australia
2. Fleet, A., & Patterson, C. (2011). Seeing assessment as a stepping stone: Thinking in the context of the EYLF. Deakin West, ACT: Early Childhood Australia Inc.
3. Patterson, C., & Fleet, A. (2011). Planning in the context of the EYLF: Powerful, practical and pedagogically sound. Deakin West, ACT: Early Childhood Australia Inc.
Infants and toddlers: These are online books readily available through the library. They are three lovely books for your learning and enjoyment if you are working with infants and toddlers.
Barbre, J. (2012). Foundations of responsive caregiving: Infants, toddlers and two. Minnesota: Redleaf Press.
Johnson, J. (2010). Babies in the rain: Promoting play, exploration and discovery with infants and toddlers. Minnesota: Redleaf Press.
Lewin-Benham, A. (2010). Infants and toddlers at work: Using Reggio-Inspired materials to support brain development. Teachers College Press, Columbia University: New York.
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:
It is the student’s responsibility to check all electronic communication on a regular weekly basis.
IEC Professional Experience Unit Academic Expectations
IEC Professional Experience Unit Placement Expectations
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 | Lecture Topic | Readings | Notes |
1. 1 Mar |
The context of ECHP425 Philosophy to practice. Sandra Cheeseman |
Custom text Conversations Chapter 1 Custom Text Documentation Chapter 1 Custom Text Unearthing - Reimagining EXT: see list |
Students are required to read the Unit Outline There are tutorials in Week 1. Please come prepared having done at least some of your week 1 readings - these are key to assignment 1. |
2. 8 Mar |
Seeking the child's perspective. Sandra Cheeseman |
Custom Text Insights Chapter 3 Sommer et al (2010)
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3. 15 Mar |
What is Pedagogical Documentation? Angela Chng & Meredith Chan |
Custom Text Conversations Chapter 11 Custom Text Dancing Chapter 8 Exhibit-On 3 catalogue |
No Internal Tutorials this week - Visit to Mia Mia 10.30am -12.30pm (Wednesday 15 March). Externals Welcome. |
4. 22 Mar |
A Focus on Infants and Toddlers. Sandra Cheeseman |
Custom Text Insights Chapter 9 Page et al (2013) Degotardi et al (2014) Ext: see list
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On Campus Day 1 25 March 9am -5pm |
5. 29 March |
Promoting higher order thinking. Sandra Cheeseman |
Custom Text Conversations Chapter 5 Exhibit-On 3 Catalogue Siraj-Blatchford and Manni (2008) Ext: see list |
Ass 1 Due 31 March 9am |
6. April 5 |
Inclusion, social justice and family perspectives. Doranna Wong |
MacNaughton (2003) Chapter 11&12 Custom Text Insights Chapter 13 Custom Text Insights Chapter 11 (I) Ext: see list |
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7. April 12 |
Inclusion, social justice and family perspectives Part 2 & Preparing for Professional Experience. Doranna Wong |
Custom Text Insights Chapter 4 Fleet et al (2011) PE Guidelines |
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April 19 | Recess |
Custom Text Dancing Chapter 4 Kreig (2011) |
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April 26 |
Recess |
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8. May 3 |
A focus on learning - Observation and Assessment in ECEC Sandra Cheeseman |
Custom Text Conversations Chapter 9 Custom text Documentation Chapter 5 Exhibit-On 3 catalogue Ext: see list
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All internal students to bring PE Folder to class. External students post submissions on-line by 1st May |
9. May 10 |
Professional Experience
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Professional Experience Block |
10. May 17 |
Professional Experience | Professional Experience Block | |
11. May 24 |
Professional Experience
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Professional Experience Block | |
12. May 31 |
Consolidating learning and preparing for your final professional experience |
On Campus Day 2 Saturday June 3 Ass 3 Presentations for Externals at OCD and Internals in tutorials. Compulsory tutorial for internals
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13. 1 June |
No Lecture - this time is allocated to student presentations Ass 3. you must be available to attend at this time if needed. |
Ass 3 presentations internals during lecture and tutorial time Compulsory tutorial for internals
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Ass 4 Due Tuesday 13 June 9am |
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.
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This graduate capability is supported by:
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