Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Dr Rebecca Andrews
Contact via +61 2 9850 9871
29 WW (X5B) room 269
Tutor
Katie Wright
Contact via contact via iLearn dialogue
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Credit points |
Credit points
8
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Prerequisites |
Prerequisites
ECED825
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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 enables students to refine their roles as early childhood teachers. During the internship students will have opportunities to strengthen their autonomy and independence as a teacher of young children as they explore their role within the centre and its local community. With increasing confidence, students will be able to justify their decision making as a teacher responding to the challenges of daily work in an early childhood centre. The internship contains a 30 day placement to be completed as three days a week over ten weeks. Students may complete the internship requirements in their own workplace where appropriate.
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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.
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. 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.
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Name | Weighting | Hurdle | Due |
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Professional Portfolio | 100% | No | 7 November |
Teaching Folder | 0% | No | 1 November |
Professional Experience | 0% | No | 1 November |
Due: 7 November
Weighting: 100%
The portfolio is a record of inquiries conducted while completing the internship. It is based on the question: "What does being a teacher mean to me?"
Due: 1 November
Weighting: 0%
Students must maintain a professional record of teaching and learning while completing the internship.This is assessed by the mentor teacher. No specific requirements are set on how many observations/projects/experiences should be developed during the internship. This is done in negotiation with the student's mentor and early childhood setting.
Due: 1 November
Weighting: 0%
Students must successfully complete 30 days of internship teaching in a prior to school setting. You are supported in this endeavour by a mentor teacher and a tertiary supervisor.
Workshop 1: 9 August
Workshop 2: 6 September
Workshop 3: 11 October
Workshop 4: 1 November
In the workshops students will discuss issues and questions arising from their internship and readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. Students are also required to participate in small group activities, whole class discussion and to complete brief tasks either as individuals or in pairs. Attendance at all workshops is expected or work commensurate with missing the workshop will be required to be completed. There will be information in iLearn: http://ilearn.mq.edu.au
RESOURCES AND TEACHING MATERIALS
There is an expectation that you complete the scholarly reading in this unit. It is an integral part of your study of UNIT ECED829.
Prescribed Text:
There is no prescribed textbook for this unit. This is a capstone unit and students are expected to read widely and build on previous readings.
Depending on specific needs and relevant to internship contexts more literature can be prescribed/recommended during the session - in iLearn.
It is also expected that students have mastered APA referencing and get guidance by relevant resources, such as:
Perrin, R. (2015). Pocket guide to APA style (6th ed.). Wadsworth: Cengage Learning.
Readings to get you started ... Ideally you should be reading in areas that assist your thinking and reflection from your internship.
Australian Children's Education & Care Quality Authority. (2011). Guide to the national quality standard. Retrieved from https://www.acecqa.gov.au/nqf/about/guide
Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2018). Programming and planning in early childhood settings. (7th ed.). Victoria: Thomson.
Bombro, A. L., Jablon, J., & Stetson, C. (2011). Powerful interactions: How to connect with children to extend their learning. Washington D.C.: NAEYC.
Burman, L. (2009). Are you listening? Fostering conversations that help young children learn. St Paul, Minnesota: Redleaf Press.
Curtis, D., & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. Minnesota: Redleaf Press.
Department of Education, Employment & Workplace Relations (DEEWR). (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra: Commonwealth of Australia.
Department of Education, Employment & Workplace Relations (2010). Educators belonging, being and becoming: Educators’ guide to the early years learning framework for Australia. Canberra: Commonwealth of Australia.
Department of Education, Employment & Workplace Relations (2010). The early years learning framework in action: Educators’ stories and models for practice. Canberra: Commonwealth of Australia.
Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (2018). Digital Childhoods. Technology in children's everyday lives. Singapore: Springer publications.
Fellowes, J., & Oakley. G. (2014) Language, Literacy and Early Childhood Education. (2nd ed.). Australia/New Zealand: Oxford University Press.
Fleet, A., Honig, T., Robertson, J., Semann, A., & Shepherd, W. (2011). What's pedagogy anyway? Using pedagogical documentation to engage with the early years learning framework. Retrieved from http://www.cscentral.org.au/Resources/what-is-pedagogy-anyway-.pdf
Giamminuti, S. (2013). "Dancing with Reggio Emilia: Metaphors for quality." Mt Victoria, NSW: Pademelon Press.
Hadley, F., & Rouse, L. (2019). Parent partnerships—does compliance influence your practice? The Spoke: http://thespoke.earlychildhoodaustralia.org.au/parent-partnerships-compliance-influence-practice/
James, A., & Prout, A. (Eds.). (2015). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. Routledge.
Jones, C. Hadley, F., Waniganayake, M., & Johnstone, M. (2019). Studying early childhood educator well-being: Applying Self Determination Theory as the theoretical framework. New Zealand Research in Early Childhood Education. 22 (2), p.9-17
MacNaughton, G. Rolfe, S., & Siraj-Blatchford, I. (Eds.) (2010). Doing early childhood research: International perspectives on theory and practice. UK: McGraw-Hill Education.
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). Sydney: Pearson Education.
McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child Development and Education. Frenchs Forest, NSW: Pearson.
Millikan, J., & S. Giamminuti.(2014). Documentation and the Early Years Learning Framework. Australia: Pademelon Press.
NSW Department of Education and Communities. (2012). Great Teaching: Inspired Learning Discussion Paper. NSW Government.
Patterson, C., & Fleet, A. (2011). Planning in the context of the EYLF: Powerful, practical and pedagogically sound. Research in Practice Series, 19(2), Canberra: ECA.
Sims, M., & Hutchins, T. (2011). Program planning for infants and toddlers: In search of relationships. Sydney: Pademelon press.
Sims, M., Waniganayake, M. & Hadley, F. (2019). What makes good even better? Excellent EC leadership. International Journal of Educational Management. 33 (4), p.573-586. DOI: 10.1108/IJEM-01-2018-0032
Wiltz, N. W., Watson-Thompson, O., Cawley, H. S. & Skelley, H. A. (2008). Developing and presenting a professional portfolio in early childhood education. Student Enrichment Series.
Useful journals for this unit
Australasian Journal of Early Childhood (AJEC)
Australian Journal of Research in Early Childhood Education
Childcare Information Exchange
Child Development (Top Journal in the field)
Contemporary Issues in Early Childhood (online www.triangle.co.uk/ciec)
Early Childhood Research and Practice (online http://ecrp.uiuc.edu/index.html)
Early Childhood Research Quarterly (Top Journal in the field)
European Early Childhood Education Research Journal
Early Years
International Journal of Early Childhood
International Journal of Early Years Education
International journal of teacher
Journal of Teacher Education (all levels – Top Journal)
Journal of Early Childhood Research
Young Children
Key Australian website references:
Association for Childhood Education International: http://www.acei.org
Australian Education and Care Quality Authority (ACECQA): http://acecqa.gov.au/
Australian Community Children’s Services (ACCS) (Previously NACBCS): http://www.ausccs.org.au
Australian Institute of Family Studies: https://aifs.gov.au/
Australian Institute of Health and Welfare: www.aihw.gov.au
Australian Association for Research in Education (AARE): https://www.aare.edu.au/
Australian Childcare Alliance: https://www.australianchildcarealliance.org.au/
Early Childhood Australia: http://www.earlychildhoodaustralia.org.au/ (especially for information about the EYLF)
MyChild: http://www.mychild.gov.au/
European Early Childhood Research Blog: https://www.eecera.org/blog/
National Association for the Education of Young Childhood (American) (NAEYC) http://www.naeyc.org
Unit Web Presence
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.
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:
Using Turnitin
APA Style Central
This referencing guide is accessed through the Library’s Multisearch function. It provides tools and templates to assist you to correct format citations in APA 6.
SESSION 2 2019 TIMELINE |
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July 29 – August 2 |
Week 1 |
Visit your placement for two orientation days if you are not in your workplace. |
August 5 - August 9 |
Week 2 |
Friday 9 August Workshop 1 |
August 12 - August 16 |
Week 3 |
Internship commences Week 1 |
August 19 - August 23 |
Week 4 |
Internship continues Week 2 |
August 26 - August 30 |
Week 5 |
Internship continues Week 3 |
September 2 - September 6 |
Week 6 |
Internship continues Week 4 Friday 6 September Workshop 2 |
September 9 - September 13 |
Week 7 |
Internship continues Week 5 |
September 16 - September 20 |
Recess |
Internship continues Week 6 |
September 23 - September 27 |
Recess |
Internship continues Week 7 |
September 30 - October 4 Labour Day: Monday 2 October |
Week 8 |
Internship continues Week 8 |
October 8 - October 11 |
Week 9 |
Internship continues Week 9 Friday 11 October Workshop 3 |
October 14 - October 18 |
Week 10 |
Internship continues Week 10 |
October 21 - October 25 |
Week 11 |
Internship makeup week for those affected by school holidays and illness. |
October 28 - November 1 |
Week 12 |
Friday 1 November Workshop 4 Teaching Folder brought to Workshop 4 Friday November 1: Professional Experience Report due to PE office |
November 4 - November 9 |
Week 13 |
Friday November 9: Professional Portfolio due |
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
Department Procedures Attendance for undergraduate units All Internal tutorials begin in Week 2 of Session. Activities completed during weekly workshops 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. Work commensurate with missed days will need to be completed. 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:
Professional Experience Unit Placement Expectations
Students are responsible for ensuring that their evidence is current. Please be aware that you may need to update your training or credential during your program of study.
Fitness to practice requirements:
Early Childhood Professional Experience Units Professional Experience Unit Placement Expectations To be eligible to commence the block placement component of this unit, students
In order to meet the Professional Experience placement expectations of this unit, students must:
Other important policies Twice Fail Rule for Professional Experience Units General Coursework Rule 10(7) stipulates that if a student fails a required unit twice in an undergraduate professional program listed on Schedule 2, they may be permanently excluded from further enrolment in that program. Students completing a double degree will be able to continue with their other degree program provided they meet the academic progression requirements of the Academic Progression Policy. Students completing a single Education degree (such as the BEd) are advised to seek academic advice. |
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:
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:
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:
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: