Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Dr Norman McCulla
Dr Jennifer Barr
Senior Tutor
Ms Anastasia Zarkos
Mr Scott Smith
Dr Maria Lobytsyna
Neil Harrison
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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 broad historical and social contexts and trends in which Australian education now occurs and the issues that arise. 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. The unit then gives emphasis to issues of equity, social justice and social disadvantage, and considers these matters in relation to specific examples of contemporary policy issues in Australian education.
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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 and Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
Assignment extensions and late penalties
Requesting a re-assessment 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.
Note: Failed assessments cannot be re-marked as they are all double-marked as a part of the moderation process.
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.
Assessment Presentation and Submission Guidelines Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
Assignment extensions and late penalties
Requesting a re-assessment 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. Note: Failed assessments cannot be re-marked as they are all double-marked as a part of the moderation process. 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. ********* University policy on grading Criteria for awarding grades for assessment tasks Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information. Descriptive Criteria for awarding grades in the unit In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45. Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016 The following generic grade descriptors provide university-wide standards for awarding final grades.
Withdrawing from this UG Unit If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree. 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. Department Procedures In addition, the following policies and procedures of the Department of Educational Studies are applicable in this unit. Attendance for undergraduate units All Internal tutorials begin in Week 1 of Session. 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 Expectations
Note: It is not the responsibility of unit 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. Electronic Communication It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
External Students
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Name | Weighting | Hurdle | Due |
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AT 1 Research Essay | 30% | No | 22/9/2019 |
AT2 DMR and Paper | 35% | No | 27/10/19 |
AT 3 ASSET (Survey) | 5% | No | 01/11/19 |
AT4 Examination | 25% | No | Examination Weeks |
AT5 Engagement | 5% | No | Weeks 1- 15 |
Due: 22/9/2019
Weighting: 30%
Australia in relation to international league tables on school performance, it is observed, has many excellent, high-performing students but also “a long tail” of under achievement among some groups. Choose one group that is particularly disadvantaged and, from the databases:
Due: 27/10/19
Weighting: 35%
Group presentation of a Digital Media Response (DMR) by way of an an animated PowerPoint, a movie, podcast, or the like (15%):
In a group of three or four students, prepare the presentation as a stimulus for discussing how contemporary education and/or teaching and learning are being represented within, and influenced by, either the news media, OR popular culture, OR mobile technology.
Reflective Report (20%): For the purposes of this assessment task a report is an individually written piece of 750 words. The report should include an introduction and conclusion and use references to support your discussion. What are some of the key issues that you identified in your analysis of education in this aspect of contemporary Australian culture?
Due: 01/11/19
Weighting: 5%
Assessment: ASSET Survey
Due: Varies
Weighting: 5%
Description: Completing the Annual Student Survey of Education for Teaching (ASSET) forms part of the assessment for this unit. The ASSET will provide the Department of Educational Studies with a detailed understanding of our students and their experiences; including, who they are, their attitudes and beliefs about education, and how prepared they feel to work as teachers. In addition, as part of the registration of the Department of Educational Studies teacher preparation programs with the NSW Education Standards Authority, we are specifically required to collect impact data on programs. The proposed annual survey will serve the purpose of providing part of these mandatory data. Further, it will provide the Department of Educational Studies with valuable information to revise and improve the programs offered to students. Finally, you may elect to make your de-identified data available to researchers in the Department if you choose.
Please note that identifying data will only be held by the Department of Educational Studies Research Administrator, Mridul Sood, and will not be released to the unit convenor or any academic staff in the Department. Full information is available when you open the survey.
The survey is in 5 parts and you will be awarded 1% for completion of each part for each unit in which you are enrolled that includes ASSET as part of the assessment. Please make absolutely sure that you select ALL the relevant units in which you are enrolled when completing each survey.
After finishing each survey, you will be presented with a screen that confirms your successful submission along with a recommendation that you screenshot this confirmation. In addition, an automated emailed confirmation of completion will be sent to the email address you nominate. To minimise the risk of this email being diverted to your spam folder, please add noreply@mq.edu.au and trigger@qemailserver.com to your email white list. If you have not received the email, please check your spam folder.
NOTE THAT EITHER THE SCREENSHOT OR EMAIL ARE SUFFICIENT EVIDENCE OF SUCCESSFUL COMPLETION IN CASE OF DISPUTE. YOU DO NOT NEED BOTH.
Participation marks will be uploaded AFTER the final date for completion for each part of the survey into the Grades section of iLearn. Marks will normally be uploaded within a week of the final completion date and an announcement will be made on iLearn when the participation marks are available.
If your convenor allows display of marks in the Grades section of iLearn, completion of each survey will be indicated by a mark of “1” and noncompletion by a mark of “0”. If your convenor has iLearn setup to display grades only, completion of the survey will be indicated by a “HD” and noncompletion by a “F”.
If you have any difficulties accessing the survey or questions regarding participation marks, please contact the Department of Educational Studies Research Administrator, Mridul Sood, at des_research@mq.edu.au. When making enquiries please ensure that the following information is included in your email:
NAME (exactly is it appears in iLearn):
STUDENT NUMBER (check this is correct):
ASSET SURVEY PART ABOUT WHICH YOU ARE ENQUIRING:
UNIT(S) ABOUT WHICH YOU ARE ENQUIRING:
SPECIFY YOUR ENQUIRY:
Please note the Research Administrator works part-time and during peak periods it may take up to 10 days to respond to your enquiry.
Enquiries regarding missing marks must be submitted within 7 days of the results being released, except where there is documented disruption to studies.
You may complete the surveys any time before the final date for completion. Final dates for completion of each part and links are provided below and each survey must be completed before 11.59 pm:
Part 1: 1 September
Link: https://mqedu.qualtrics.com/jfe/form/SV_4PDJMSYUSgAQPR3
Part 2: 15 September
Link: https://mqedu.qualtrics.com/jfe/form/SV_0qrBNaduYCkwkF7
Part 3: 1 October
Link: https://mqedu.qualtrics.com/jfe/form/SV_8kqlbF9R4hToOEZ
Part 4: 15 October
Link: https://mqedu.qualtrics.com/jfe/form/SV_0GkMDq7oNUkutA9
Part 5: 1 November
Link: https://mqedu.qualtrics.com/jfe/form/SV_5tkfSGAHpxsklnv
Due: Examination Weeks
Weighting: 25%
A 1.5 hour multiple choice examination that assesses your breadth of understanding across all core aspects of the unit.
Due: Weeks 1- 15
Weighting: 5%
This assessment task acknowledges active participation and engagement in the unit.
Internal students are expected to attend 2 lectures per week and 1 tutorial per week. Lectures are also live streamed and recorded. Students are expected to read weekly readings that are prescribed for that week before attending tutorials and completing assessment tasks.
External students are required to attend 2 full day on-campus sessions on Saturday, 17th August; and Friday, 27th September as well as listening to all lectures online and doing the required weekly readings.
Gobby, B. and Walker, R. (2017) Powers of Curriculum: Sociological Perspectives on Education. South Melbourne, Oxford.
This text is available in print and electronic versions. It can be ordered through the Macquarie University Co-operative Bookshop. It is also available in the Macquarie University Library.
Other required readings are available electronically via the unit website.
The Macquarie University library collection of electronic journals and books can be accessed via the catalogue, journal finder or databases links. These are essential for the completion of written assessment tasks.
The unit is an exploration of the historical and social contexts of Australian education from a sociological perspective. It is divided into 4 modules:
Module 1. A learner-focused sociology of education
The unit begins with a framing of education, familiar to many, as a view established by sociologists of education on a foundation of theories and concerns about matters of class, gender and race.
Module 2. Governing Education
Due to a number of factors, globalization and the emergence of certain technologies to name two, a focus on class, gender and race no longer adequately explains social disadvantage or inequality. Consequently, an alternative way of understanding the context of education is offered. Foremost among these is the way education is governed in contemporary global societies.
Module 3. Education and Contemporary Culture
Cultural elements play a significant role in people’s lives, and consequently in their understanding of the society and communities they inhabit. These cultural elements inevitably influence education. We consider the impact on education and teaching and learning of the news media, popular culture, and mobile technologies.
Module 4. Philosophy, ethics, the law and education
In the final module we identify and reflect on a number of areas that define the role of teachers and the work of schools and early childhood centres,
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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
If you are a Global MBA student contact globalmba.support@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 have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
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:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Some changes have been made for the 2019 version of this unit. The weighting of assessments has been changed to reflect the breath of the topics addressed and effort required, including the following enhancements:
Date | Description |
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25/07/2019 | Assessment task 3 has been classified as a non-hurdle task. |
18/07/2019 | Due dates for two assessment tasks have been updated. |