Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Fay Hadley
Contact via 98509833
29WW384
Co Convenor
Katie Wright
Contact via ilearn
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MTeach(Birth to Five Years) or MEChild or MEd or MEdLead or MIndigenousEd or GradDipIndigenousEd or MSpecEd or GradCertEChild or GradCertEdS
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
The overarching aim of this unit is to examine the implications of diversity in family values and the value of family across a range of contexts. Over the course of the unit, we will consider the role of socio-cultural, economic and political contexts in shaping family life and family values in the 21st century. Drawing on a variety of resources, including diverse media, academic publications and reflections on personal experiences, we will explore changing family lives and the extent to which traditional, largely Western-based, images of 'family' life reflect contemporary experiences and practices of families and children in Australia and abroad.
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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.
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.
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. |
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.
Name | Weighting | Hurdle | Due |
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Assign 1 | 20% | No | 18th March and 20th May |
Assign 2 | 40% | No | 23rd April |
Assign 3 | 40% | No | 6th June |
Due: 18th March and 20th May
Weighting: 20%
Task 1: On-Line participation
This task requires you to participate in the Unit iLearn private mail and discussion forum to assist in building your confidence with the on-line learning systems.
Criteria for assessment:
Assignment #1: Task 1 due Mon 18th March by 11.59pm
Task 2: On-Line discussions Due 20th May
The on-line discussions for each module will form an important part of students’ developing understandings and critical interpretation of key readings for each Learning Module. Students should see the Discussions as an opportunity to express responses to readings, ideas and questions that arise during the course of the unit, as well as receiving feedback from other students enrolled in the unit.
Students are invited to contribute online postings based on their learning in each Module. There are some key questions to guide students’ learning with each Module. Your postings can be in response to these questions but are not limited to these. Independent and creative thinking by students on any matters raised during each Module is welcomed.
Criteria for assessment:
Assignment #1: Task 2 due Monday 20th May by 11.59pm
Due: 23rd April
Weighting: 40%
Major Essay based on the analysis of selected topic(s) focusing on Families Images and the Role of the Media (2000 words)
The purpose of this assignment is to promote critical analysis of portrayal of families in the media with reference to the academic literature on families. For the assignment, you are required to collect one or more media artefacts that reflect a particular aspect of “family” in contemporary society. These ‘artefacts’ may be a YouTube video or an article from a newspaper or a popular magazine or a collection of 2-3 images of families from one type of media or an episode from a TV series. It should act as a stimulus or focus point for a specific area of discussion based on one of the modules (about families) identified in this unit.
Using your readings and studies in this unit, you are required to construct a critical analysis of perspectives presented in your selected media image(s). Use the selected media image(s) to argue
Ensure that your analysis is constructed with reference to scholarly, evidence-based perspectives on theories and concepts of families.
Assessment Criteria
Your overall mark on this assignment will be based on the following:
Due: 6th June
Weighting: 40%
Philosophy paper - reflections on working with families (2000 words)
In Australia, under the National Quality Standard (NQF) (ACECQA 2011) new regulations and standards have been developed for assessing the quality of centres providing early childhood care and education. Quality Area 6 is titled “Collaborative partnerships with families and communities” (p. 145) and is based on the premise that such relationships are “fundamental to achieve quality outcomes for children.” Primary schools are also now being encouraged to think deeply about developing partnerships with families as strong parent involvement is linked to better educational outcomes for children.
Reflect on the material covered in this unit to date and consider what key elements or principles you would want to communicate to families and staff in a service (eg long day care centre, school, family support agency, family service etc).
A key expected learning outcome of this unit is students’ enhanced awareness of and sensitivity to diversity in families. In order to maintain engagement in all the topics presented, and with the assessment tasks it will be necessary for students to reflect on issues raised at tutorials and/or in the on-line discussions on a weekly basis. These reflections would best be recorded in a notebook or collection of notes in a style that suits individual students. Such a notebook will not be assessed but could be particularly helpful for Assessment Task #3 as it comes at the end of the teaching weeks for this unit.
Assessment Criteria:
Your overall mark for Assessment task 3 will be based on the following:
Textbook:
TEXTBOOK: There is no set textbook for the unit. You will have weekly readings and some additional readings recommended.
To learn about APA referencing and academic writing
Perrin, R. (2011). Pocket guide to APA style (5th ed). Boston, USA: Wadsworth Cengage Learning.
Recommended additional textbooks
Grace, R., & Hodge, K., & McMahon, C. (Eds.) (2016). Children, families and communities. (5th Edn), South Melbourne: Oxford University Press.
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.
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:
Other useful information about how the teaching is structured. Suggested wording below. Please amend for your unit.
Structure
The unit comprises lectures and tutorial tasks (internal) or online tasks (external). 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. 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 or on the unit ILearn site
OVERVIEW OF THE WEEKLY CONTENT AND PROGRAM FOR UNIT ECHX820/ECED820/ECED720
Week |
Lecture topic/Lecturer |
Tutor |
Readings |
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Week 1 Feb 25 |
Introduction to the unit Families: Definitions, Contexts and Theoretical Orientations (Fay Hadley)
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NO TUTE
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Giele (2011) Cassells et al (2013) |
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Week 2 March 4
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Research and study of families: Multi-disciplinary perspectives (Fay Hadley)
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NO TUTE
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Lee & McLanahan (2015) Taylor (2006) |
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Week 3 March 11 |
Media Portrayal of families (Kelly Johnston)
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Tutorial 15th March 9-4.30pm Katie (week 1-3) |
Döring et al (2016). Klocker (2014) Rush, E. (2011). |
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Week 4 March 18 |
Recent arrivals: children from immigrant and refugee backgrounds (Fay Hadley) Assignment #1: Task 1 due Mon 18th March by 11.59pm Online zoom chat for external students Tues 19th 7-8pm (checking in and assignment 2)
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NO TUTE
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DeGioa (2015) Williams (2010) |
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Week 5 March 265 |
Families with members with disabilities (Katie Wright)
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NO TUTE
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Bachraz & Grace (2009) Goodley & Tregaskis (2006) Silvermanet al (2010) |
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Week 6 April 1 |
Children with parents who identify as Lesbian, Gay, Bisexual and Transgender (LGBT) (Kathy Clougessy) |
NO TUTE
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Cloughessy & Waniganayake (2013) Rawsthorne (2010) |
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Week 7 April 8 |
Indigenous perspectives – kinship ties (online module to complete) |
Tutorial 12th April 9-4.30pm Katie (week 4-7) |
Closing the gap (2015) Walter & Hewitt (2012) |
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April 15 – April 26 Mid semester break Assignment #2: Major essay on role of media due Tuesday 23rd April by 11.59pm |
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Week 8 April 29 |
Family formation from Assisted Reproduction Technologies (Caitlin Macmillan) |
No TUTE |
Benagiano et al (2012) Hammarberg et al (2008) Hammarberg (2013) |
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Week 9 May 6 |
Children from families identified as ‘at risk’: Divorce, Remarriage, Single-Parent families, Isolated families from metropolitan and rural/regional areas (Fay Hadley) Online zoom chat for external students Tues 7th May 7-8pm (checking in and assignment 3)
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NO TUTE |
Baxter et al (2011) McArthur & Thomson (2011) |
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Week 10 May 13 |
What next? Where to from here in terms of researching with families (Fay Hadley)
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Tutorial 17th May 9-4.30pm Katie (week 8-12) |
Pascal & Bertram (2012) Sammons et al (2015) |
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Week 11 May 20 |
Developing a philosophical approach to working with families in EC settings (Fay Hadley) Assignment #1: Task 2 due Monday 20th May by 11.59pm |
No TUTE |
Waniganayake et al (2012) |
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Week 12 May 27 |
Wrap up – reflections and lessons learnt (Fay Hadley) |
No TUTE |
TBC |
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Week 13 June 3 |
Assignment #3: Philosophy Paper on Working with families due Thursday 6th June 11.59pm |
No TUTE |
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Classes are held 29 Wallys Wlk - 041 Faculty Tute Rm
Attendance at tutorials (as indicated above) is expected for all internal students.
Internal students prepare for classes/modules by reading the prescribed readings identified for the modules BEFORE coming to the scheduled class and by listening to the lectures on Echo. In this way, you can engage in discussions in an informed way. Students can also read further on topics that interest them from the recommended list of readings in each module. For external students we recommend you work through the modules each week, this includes listening to the lecture, completing both readings and responding to the questions. A description of each Learning Module topic and required readings is provided on iLearn. A number of readings are recommended to complement each topic. However, all topics are inter-related and students are likely to find it useful throughout studies on this unit to revisit readings from previous topics and/or dip into readings required for future topics. All lectures are pre-recorded and will be available through Echo.
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
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:
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 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:
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:
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:
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This graduate capability is supported by:
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This graduate capability is supported by:
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This graduate capability is supported by: