PLEASE REFER TO INFORMATION ON iLEARN FOR FURTHER DETAILS OF ASSESSMENT TASKS AND MARKING CRITERIA

All assessment tasks for this unit are submitted online.

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.
• 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.

Please Note:

• Students should retain a copy of all assignments before submission, and retain the copy until your final grade for the subject has been received;
• Students are responsible for checking that their submission has been successful and has been submitted by the due date and time. Do not contact staff asking them to check your submission. 
• Late submissions due to last minute technical difficulties may incur a lateness penalty.
• Unless there are exceptional circumstances, no assessment will be accepted after the date that the assessment has been returned to other students.
• Your assignment will be marked based on what is received - any omissions will not be accepted after your submission. Please check your submission very carefully.
• 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.

Assignment extensions and late penalties

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​

• It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension

Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Special Consideration" request before the submission date. This will ensure consistency in the consideration of such requests is maintained. 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. 

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 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.

Academic Honesty

All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. Department of Educational Studies students are required to use the American Psychological Association (APA) 6th referencing procedures. Full details about how to cite and reference correctly can be found in online APA guides or Perrin (2015).

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

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 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.

Students in this unit should read this unit guide carefully at the start of semester.  It contains important information about the unit.  If anything in it is unclear, please consult the Unit Coordinator.

Relevant Documents

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

• Weekly schedule of lectures and readings
• Assessment details and marking rubrics

Information about the unit iLearn site  

This unit has a full web presence through iLearn. 

Students will need regular access to a computer and the Internet to complete this unit.

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies.

Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.

Lectures

Weekly lectures are available on the web through the ECHO360 lecture component. You must listen to all lectures if you do not attend these ‘live’.

PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool.

Access and technical assistance

Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password.

Please do NOT contact the Unit Convenor regarding iLearn technical help.

No extensions will be given for any technical issues. Allow enough time for your submissions.

Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.

This unit requires students to use several ICT and software skills:

• Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks. 
• Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.
• Uploading of assessment tasks to iLearn.

Learning and Teaching Methods

The unit is offered in both internal and external mode. Content in this unit will be delivered using a combination of live and pre-recorded lectures, required readings, individual study tasks and weekly tutorials for internal students (two on campus days for external students).

The unit comprises  lectures and a two-hour tutorial ( or 2-day on campus for external students). In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. Attendance at all tutorials is expected.  Attendance at on campus days for external students is also expected. There will be a supporting website for the unit providing additional readings, links and materials. Lectures will also be available through Echo in iLearn from the following website link: http://ilearn.mq.edu.au

Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs. The weekly program for the course with the accompanying readings/ preparation is available on the following pages and on the unit iLearn site.

The timetable for internal students is as follows:

Lecture: Wednesday 12.00pm 12 Second Way - 229 Tutorial room

Tutorials: Wednesday 1.00 – 3.00pm 29 Wally’s Walk – 041 tutorial room   OR

Wednesday 4.00 - 6.00pm 29 Wally’s Walk – 041 tutorial room

Note: Tutorials will commence in Week 1

Compulsory on campus days for external students will be held on Tuesday 23 April and Wednesday 24 April.  

REQUIRED TEXTS AND READINGS

There is an expectation that you complete the scholarly reading in this unit. It is an integral part of your study of ECHE310.

Prescribed Text:

Little, H., Elliott, S., & Wyver, S. (2017). Outdoor learning environments: Spaces for exploration, discovery and risk-taking in the early years. Sydney: Allen & Unwin.

Additional Required Weekly Readings:

Week 2: Historical, contemporary and theoretical approaches to outdoor learning environments

Tovey, H. (2014). Outdoor play and the early years tradition. In T. Maynard & J. Waters (Eds), Exploring outdoor play in the early years (Chapter, 1, pp. 16-28). Maidenhead: Open University Press.

Week 3: The Regulatory Context

Australian Children's Education & Care Quality Authority. (2017). Guide to the National Quality Standard.  Retrieved from http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF-3-Guide-to-the-NQS-Part-A.pdf

Australian Government Department of Education, Employment, and Workplace Relations [DEEWR]. (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR. 

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

Week 4: Outdoor Environments for Infants and Toddlers

Bilton, H., Bento, G., & Dias, G. (2017). Becoming safe through taking risks (Ch. 4). Taking the first steps outside: Under threes learning and developing in the natural environment. Milton Park, Abingdon, UK: Routledge.

Week 5: Managing Risk in Play

Cummins, E & Reedy, A. (2015). Getting the balance right. Risk management for play. Melbourne: Play Australia. (Part A, excerpts)

Week 7: Thinking Outdoors

Petriwskyj, A. (2013). Science. In D. Pendergast & S. Garvis (Eds), Teaching early years: curriculum, pedagogy and assessment (Chapter 7, pp. 107-124). Sydney: Allen & Unwin.

Waters, J., & Bateman, A. (2015). Revealing the interactional features of learning and teaching moments in outdoor activity. European Early Childhood Education Research Journal, 23(2), 264-276.

Week 8: Physically Active Play and Creative Play

Archer, C., & Siraj, I. (2015). Encouraging physical development through movement play (Chapter 3). London: Sage.

Drown, K., & Christensen, K. (2014). Dramatic play affordances of natural and manufactured outdoor settings for preschool-aged children. Children, Youth and Environments, 24(2), 53-77. http://www.jstor.org/stable/10.7721/chilyoutenvi.24.2.0053

Week 12: Supporting Participation and Inclusion

Waller, T. (2010). ‘Let’s throw that big stick in the river’: an exploration of gender in the construction of shared narratives around outdoor spaces. European Early Childhood Education Research Journal, 18(4), 527-542, doi: 10.1080/1350293X.2010.525953

Woolley, H. (2013). Now being social: The barrier of designing outdoor play spaces for disabled children. Children & Society, 27. 448-458. doi: 10.1111/j.1099-0860.2012.00464.x

ACECQA Curriculum Specifications

The Australian Children’s Education and Care Quality Authority curriculum specifications addressed in ECHE310 are:

1. Psychology and child development

• Learning, development and care
• Language development
• Social and emotional development
• Child health, wellbeing and safety

2. Teaching pedagogies

• Alternative pedagogies and curriculum approaches
• Play based pedagogies
• Guiding behaviour/engaging young learners
• Teaching methods and strategies
• Children with diverse needs and backgrounds
• Working with children who speak languages other than, or in addition to, English

3. Education and curriculum studies:

• Early Years Learning Framework
• The Australian curriculum
• Numeracy, science and technology
• Language and literacy
• Social and environmental education
• Creative arts and music
• Physical and health education
• Curriculum planning, programming and evaluation.

4. Family, community contexts:

• Developing family and community partnerships
• Aboriginal and Torres Strait Islander perspectives
• Culture, diversity and inclusion.

5. History and philosophy of early childhood: 

• Historical and comparative perspectives
• Contemporary theories and practice
• Research

Australian Professional Standards for Teachers

The framework of the Australian Professional Standards for Teachers, developed by the Australian Institute for Teaching and School Leadership (AITSL), provides a common reference point to describe, recognise, and support the complex and varied nature of teachers’ work. The Standards describe what teachers need to know, understand and be able to do, as well as providing direction and structure to support the preparation and development of students.

For more information see:  www.teacherstandards.aitsl.edu.au/

The Australian Professional Standards for Teachers addressed in ECHE310 are:

Standard 1 — Know students and how they learn (1.1, 1.2, 1.3, 1.4, 1.5, 1.6)

Standard 2: Know the content and how to teach it (2.1, 2.2, 2.3, 2.4)

Standard 3: Plan for and implement effective teaching and learning (3.1, 3.2, 3.3, 3.4, 3.6)

Standard 4: Create and maintain supportive and safe learning environments (4.1, 4.3, 4.4)

Standard 7: Engage professionally with colleagues, parents/carers and the community (7.2, 7.3)