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 .docx 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 academic staff member 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 will incur a lateness penalty.

 Assessment Extensions & Late Penalties:

Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Special Consideration" 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 Special Consideration 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 Special Consideration  according to the University policy currently available at:

https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

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. 

• Students MUST notify the unit coordinator of your intention to request an extension (via Dialogue in iLearn), however, an extension will only be granted on receipt of the completed form submitted through ask.mq.edu.au, plus documentation.
• Emails are not appropriate means of extension requests.
• It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension.

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. Early Childhood 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 an assumed text:

Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.

Submissions of Family and Children’s Records for 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 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 (or pseudonyms) for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.

Please note: It is the responsibility of individual students to be aware of pre and co requisites throughout their program. If you are considering withdrawing from this unit please seek academic advice as this may impact on your progression throughout the degree.

Requirements for this unit:

The timetable for classes can be found on the University web site at: https://timetables.mq.edu.au/2018/

• There will be four (4) day sessions for this unit throughout the semester. Attendance is compulsory. These sessions have been scheduled on the following Fridays:
  • 9^th March
  • 6th April
  • 11^h May
  • 8^th June

Classes will be held in X5B 041 from 10am – 3pm. Students are expected to attend for the full day.

1.     Required Textbooks

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings. (7^th ed.) Victoria: Thomson.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3^rd ed.). NSW: Pearson Education.

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4^th ed.). Sydney: Allen & Unwin.

Earlier editions of these textbooks will be suitable for this unit

Assumed Texts

Crowther, I. (2016). Creating effective learning environments (4th ed.). Ontario: Thomson.

2.     Weekly required reading schedule:

There is a combination of readings from your textbooks and readings which can be sourced via Multisearch on the library website. A link is available through iLearn under: Learning support & resources. In addition to chapters from your textbooks, you will need to read the following: 

Week 1

Early Years Learning Framework

http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings. (7^th ed.) Victoria: Thomson. Chapter 7 (or Chapter 7 in 2015 edition.)

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4^th ed.). Sydney: Allen & Unwin. Chapters 1 & 2 (or Chapter 1 in 2008 edition)

Week 2

Curtis, D., & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. St. Paul, MN: Redleaf Press (chapter 6).

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3^rd ed.). NSW: Pearson Education. (Chapter 9)

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4^th ed.). Sydney: Allen & Unwin. Chapter 15 (or 2008 Chapter 13)

Week 3

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings. (7^th ed.) Victoria: Thomson. Chapter 9 (or Chapter 9 in 2015 edition.)

Epstein, A.S. (2015). The intentional teacher. Choosing the best strategies for young children’s learning. Washington: NAEYC. (chapter 1)

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4^th ed.). Sydney: Allen & Unwin. Chapter 16 (or 2008 Chapter 14)

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education. (Chapter 25)

Week 4

Derman-Sparks, L, LeeKeenan, L, & Nimmo, J (2015). Leading anti-bias early childhood programs. A guide for change. New York: Teachers College Press. (chapter 3)

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education. (Chapter 22).

Week 5

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3^rd ed.). NSW: Pearson Education. (Chapter 25)

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4^th ed.). Sydney: Allen & Unwin. Chapters 5 & 6 (2008 Chapters 3 & 4)

Week 6

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings. (7^th ed.) Victoria: Thomson. Chapter 10 (or Chapter 10 in 2015 edition)

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4^th ed.). Sydney: Allen & Unwin. Chapter 13 (or 2008 Chapter 11)

2018 Department of Educational Studies (Early Childhood) Macquarie University Professional Experience Handbook.

Week 7

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings. (7^th ed.) Victoria: Thomson. Chapter 8 (Or Chapter 8 in 2015 edition)

Fleet, A., Honig, T., Robertson, J., Semann, A. & Shepherd, W. (2011). What's pedagogy anyway. Retrieved from:

http://www.cscentral.org.au/Resources/what-is-pedagogy-anyway-.pdf

Week 8

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4^th ed.). Sydney: Allen & Unwin. Chapter 18 (2008 Chapter 17)

Ashton, J., Woodrow, C., Johnston, C., Wangmann, J., Singh, L., & James, T. (2008). Partnerships in learning: Linking early childhood services, families and schools for optimal development. Australian Journal of Early Childhood, 33(2), 10-16.

Week 9

Connor, J. (2012). Foundations for learning: Relationships between the early years learning framework and the Australian curriculum (An ECA–ACARA paper). Retrieved from: http://foundationinquirylearning.global2.vic.edu.au/files/2013/06/ECA_ACARA_Foundations_Paper-2cq59mi.pdf

Dockett. S. & Perry, B. (2014). Continuity of learning: A resource to support effective transition to school and school aged care. Retrieved from: http://docs.education.gov.au/node/36571

Weeks 10, 11 & 12

Professional Experience

No required readings

Week 13

Reflections on Professional Experience

No required readings

The following texts can be downloaded from the links:

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://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Australian Government Department of Education Employment and Workplace Relations. (2010). Educators being, belonging & becoming: Educators’ guide to the early years learning framework of Australia.  Australia: Commonwealth of Australia. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/educators_guide_to_the_early_years_learning_framework_for_australia.pdf

Early Childhood Australia. (2016). Early childhood Australia code of ethics.  Retrieved from http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2016/07/ECA-COE-Brochure-2016.pdf.