Unit Guide

General Information

Unit convenor and teaching staff	Unit convenor and teaching staff Unit Convenor Katie Wright katie.wright@mq.edu.au 29WW 224 By appointment Lecturer Aliza Salvador aliza.salvador@mq.edu.au Lecturer Kathy Cologon kathy.cologon@mq.edu.au
Prerequisites	Prerequisites ECHX602 or ECEX602
Corequisites	Corequisites
Co-badged status	Co-badged status ECHX830
Unit description	Unit description This unit provides students with opportunities to extend their understanding of appropriate responses to the diverse needs of young children in early childhood practice, including consideration of personal and social attitudes towards people who experience disability. Students will be able to integrate their knowledge of child developmental processes and early childhood curriculum into a framework focusing on the social and educational development of young children who experience disability or difference, including consideration of inclusive approaches to teaching. Both theory and research-based practice will be explored, as well the needs of families and how these intersect through social policy, service provision, early intervention and inclusive education. All enrolment queries should be directed to Open Universities Australia (OUA): see www.open.edu.au

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.open.edu.au/student-admin-and-support/key-dates/

Learning Outcomes

On successful completion of this unit, you will be able to:

1. Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
2. Link principles of child development to the rationale for early intervention
3. Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
4. Be able to identify the essential roles of the family in setting priorities for and implementing early intervention for children who experience disability or difference
5. Have become familiar with appropriate terminology required for sharing information with peers and other professionals and for supporting inclusive early childhood settings
6. Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time
7. Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

General Assessment Information

Assignment extensions and 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 Considerations policy and are submitted via https://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, see: https://students.mq.edu.au/study/my-study-program/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.

Requesting a remark 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 can not be re-submitted 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 & 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
It is the onus of the student to ensure that all assessments are successfully submitted through Turnitin.
Faculty assignment cover sheets are NOT required.

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 regularly save a copy of all assignments before submission,
Unless there are exceptional circumstances, no assessment will be accepted after the date that the assessment has been returned to other students.
Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

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.

Criteria for awarding grades in the unit

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.

Grade	Descriptor
HD (High Distinction)	Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.
D (Distinction)	Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.
Cr (Credit)	Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.
P (Pass).	Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes
F (Fail)	Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

Assessment Tasks

Name	Weighting	Hurdle	Due
Student Project Part A	25%	No	30/08/2019
Student Project Part B	35%	No	27/09/2019
Student Project Part C	20%	No	27/10/2019
Compilation of Blog Posts	20%	No	8/11/2019

Student Project Part A

Due: 30/08/2019
Weighting: 25%

During this unit, you are required to undertake a student project in which you identify the area of greatest concern to you in being prepared to be an inclusive early childhood professional and in welcoming and supporting the education, development and care of all children in early childhood settings. The focus area of your student project will depend on you as an individual – as each of us comes from our own unique perspectives and life experiences.

You are required to focus your project on your own learning and your role, or perceived role, as an early childhood professional. Please contact the unit convenor if you have questions regarding your focus area for your project.

This first assignment (student project part A) requires you to develop and share a topic focus and rationale, and an annotated bibliography.

On successful completion you will be able to:

1. Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
2. Link principles of child development to the rationale for early intervention
6. Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time

Student Project Part B

Due: 27/09/2019
Weighting: 35%

This assignment requires you to complete an analysis and review of relevant research and, drawing on this, to develop strategies to address this area of concern, including the development of practical ways to incorporate learning into everyday early childhood practice. This assignment is a review of the literature and articulation of strategies to address your chosen topic, including the development of practical ways to incorporate what you are learning through this project into everyday early childhood practice.

On successful completion you will be able to:

1. Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
2. Link principles of child development to the rationale for early intervention
6. Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time

Student Project Part C

Due: 27/10/2019
Weighting: 20%

This assignment is intended to develop your ability to share your professional knowledge with peers in the field and, through this sharing, facilitate student-directed input into the learning outcomes for this unit. This assessment is also designed to facilitate self-reflection as you draw together your thoughts on the learning process you have undertaken throughout the semester. The final component of this project is to share and reflect on your own learning and the implications of your findings for inclusive early childhood practice. You will be required to do this by developing and sharing a teacher handout addressing your topic and leading an online seminar discussion on your focus area (ECHX830).

On successful completion you will be able to:

1. Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
2. Link principles of child development to the rationale for early intervention
5. Have become familiar with appropriate terminology required for sharing information with peers and other professionals and for supporting inclusive early childhood settings
7. Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Compilation of Blog Posts

Due: 8/11/2019
Weighting: 20%

The final component of this project involves weekly online contributions (discussion posts) on the unit website. You are required to post a minimum of one ‘blog post’ (discussion post) per week on an issue related to your learning in this unit. You are strongly encouraged to engage in discussion with your peers and engage in collaborative learning through the blogging process. Questions will be posted online each week. You may also start discussion conversations on relevant issues.

At the end of the semester you are required to choose five of your ‘blog posts’ to submit for this assessment. Each of these posts is expected to be approximately 250-400 words in length.

On successful completion you will be able to:

1. Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
3. Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
4. Be able to identify the essential roles of the family in setting priorities for and implementing early intervention for children who experience disability or difference
5. Have become familiar with appropriate terminology required for sharing information with peers and other professionals and for supporting inclusive early childhood settings
7. Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Delivery and Resources

Required text

Cologon, K. (Ed.) (2014). Inclusive education in the early years: Right from the start. Oxford: Oxford University Press.

Information about the 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.

ECED830/ECHX830 Lectures

Two one-hour weekly lectures are available on the Unit's iLearn through the ECHO360 lecture component.

PowerPoint slides are available in iLearn in advance of the weekly lectures.

ECHX830

The version of the unit is online only.

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.

Unit Schedule

Please refer to iLearn for details on the ECED830/ECED830 unit schedule.

Policies and Procedures

Late Submission - applies unless otherwise stated elsewhere in the unit guide

Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.

Extension Request

Special Consideration Policy and Procedure (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration)

The University recognises that students may experience events or conditions that adversely affect their academic performance. If you experience serious and unavoidable difficulties at exam time or when assessment tasks are due, you can consider applying for Special Consideration.

You need to show that the circumstances:

were serious, unexpected and unavoidable
were beyond your control
caused substantial disruption to your academic work
substantially interfered with your otherwise satisfactory fulfilment of the unit requirements
lasted at least three consecutive days or a total of 5 days within the teaching period and prevented completion of an assessment task scheduled for a specific date.

If you feel that your studies have been impacted submit an application as follows:

Visit Ask MQ and use your OneID to log in
Fill in your relevant details
Attach supporting documents by clicking 'Add a reply', click 'Browse' and navigating to the files you want to attach, then click 'Submit Form' to send your notification and supporting documents
Please keep copies of your original documents, as they may be requested in the future as part of the assessment process

Outcome

Once your submission is assessed, an appropriate outcome will be organised.

OUA Specific Policies and Procedures

Withdrawal from a unit after the census date

You can withdraw from your subjects prior to the census date (last day to withdraw). If you successfully withdraw before the census date, you won’t need to apply for Special Circumstances. If you find yourself unable to withdraw from your subjects before the census date - you might be able to apply for Special Circumstances. If you’re eligible, we can refund your fees and overturn your fail grade.

If you’re studying Single Subjects using FEE-HELP or paying up front, you can apply online.

If you’re studying a degree using HECS-HELP, you’ll need to apply directly to Macquarie University.

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:

Academic Appeals Policy
Academic Integrity Policy
Academic Progression Policy
Assessment Policy
Fitness to Practice Procedure
Grade Appeal Policy
Complaint Management Procedure for Students and Members of the Public
Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)

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).

Student Code of Conduct

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

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

Unit Expectations

Students are expected to read weekly readings before completing tasks and attending tutorials
Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials

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:

Official MQ Student Email Address
The Dialogue function on iLearn
Other iLearn communication functions

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

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

IT Help

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.

Graduate Capabilities

PG - Capable of Professional and Personal Judgment and Initiative

Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.

This graduate capability is supported by:

Learning outcomes

1. Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
3. Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
4. Be able to identify the essential roles of the family in setting priorities for and implementing early intervention for children who experience disability or difference
5. Have become familiar with appropriate terminology required for sharing information with peers and other professionals and for supporting inclusive early childhood settings
6. Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time
7. Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Assessment tasks

Student Project Part B
Student Project Part C
Compilation of Blog Posts

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

This graduate capability is supported by:

Learning outcomes

2. Link principles of child development to the rationale for early intervention
3. Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
4. Be able to identify the essential roles of the family in setting priorities for and implementing early intervention for children who experience disability or difference
5. Have become familiar with appropriate terminology required for sharing information with peers and other professionals and for supporting inclusive early childhood settings
6. Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time
7. Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Assessment tasks

Student Project Part B
Compilation of Blog Posts

PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.

This graduate capability is supported by:

Learning outcomes

2. Link principles of child development to the rationale for early intervention
3. Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
6. Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time
7. Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Assessment tasks

Student Project Part A
Student Project Part B
Student Project Part C
Compilation of Blog Posts

PG - Research and Problem Solving Capability

Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.

This graduate capability is supported by:

Learning outcome

6. Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time

Assessment tasks

Student Project Part A
Student Project Part B
Student Project Part C

PG - Effective Communication

Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.

This graduate capability is supported by:

Learning outcomes

3. Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
5. Have become familiar with appropriate terminology required for sharing information with peers and other professionals and for supporting inclusive early childhood settings
7. Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Assessment tasks

Student Project Part A
Student Project Part B
Student Project Part C
Compilation of Blog Posts

PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues

This graduate capability is supported by:

Learning outcomes

1. Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
3. Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
4. Be able to identify the essential roles of the family in setting priorities for and implementing early intervention for children who experience disability or difference
7. Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Assessment tasks

Student Project Part A
Student Project Part B
Student Project Part C
Compilation of Blog Posts

General Assessment Information

Assessment Presentation and 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
It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.
Faculty assignment cover sheets are NOT required.

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 regularly save a copy of all assignments before submission,
Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

Assignment extensions and late penalties

In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see: https://students.mq.edu.au/study/my-study-program/special-consideration
Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.
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

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.

The following generic grade descriptors provide university-wide standards for awarding final grades.

Grade	Descriptor
HD (High Distinction)	Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.
D (Distinction)	Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.
Cr (Credit)	Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.
P (Pass).	Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes
F (Fail)	Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of the placement.

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.