Unit convenor and teaching staff |
Unit convenor and teaching staff
Yeshe Colliver
Belinda Davis
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
[Admission to MTeach(Birth to Five) and ECED822] or [admission to MEChild or MEd or MEdLead or MIndigenousEd or MSpecEd 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
Contemporary approaches to curriculum in early childhood education emphasise the importance of the teacher as a curriculum decision maker. This demands that early childhood teachers are conscious of their everyday practice, informed about curriculum content and knowledgeable about the ways that children learn. This unit examines the philosophical and theoretical foundations of contemporary approaches to curriculum and pedagogy beyond technicist approaches to teaching and learning. Students will engage in critical inquiry of intentional teaching and understandings of early childhood pedagogy and curriculum at an advanced level. They will participate in research-based projects to further examine pedagogies in practice.
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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:
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
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. |
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.
Name | Weighting | Hurdle | Due |
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Reviewing the Literature | 25% | No | 2nd Sept |
Report & Discussion Starter | 45% | No | 30th Sept |
Case Study Report | 30% | No | 8th November |
Due: 2nd Sept
Weighting: 25%
Investigate the historical origins of early childhood curriculum and how these ideas might be reflected in contemporary approaches to pedagogy and practice in working with young children.
Due: 30th Sept
Weighting: 45%
Select one contemporary early childhood curriculum approach and identify the underpinning theoretical understandings that shape the approach. Critically examine the role of the teacher in this approach in relation to the Pedagogical Principles and Practice outlined in the EYLF.
Prepare a one-page Discussion Starter - suitable for a staff meeting discussion. This will be uploaded to the iLearn Discussion Board for others to see. By the end of semester, you will have a collection of discussion starters that can be used in your professional practice.
Report 30%
Discussion Starter 15%
Due: 8th November
Weighting: 30%
Visit an early childhood setting and observe the curriculum approach/es utilised. Describe the approach/es and identify the key theoretical ideas that underpin the work of the educators. Document examples of your observations to demonstrate your understanding of the links between theory and practice. Interview the educational leader of the setting and report on his/her role in relation to other educators in supporting and guiding the curriculum. Make some concluding statements about the children’s participation in the educational program and the potential of the curriculum approach to enhance children's learning.
ECED831 is delivered in External Mode. The unit content, delivered via unit readings and assignment tasks is supported by:
• Individual consultations with the unit convener (if required)
• A voluntary on-campus session on Saturday 7th September
Unit Web-page There is a website for this unit. Access to this unit is available online through iLearn (ilearn.mq.edu.au). You will need to login using your Macquarie ID. This site is an essential unit resource. You are required to check this website at least twice per week for any announcements. In addition, it has the following features and functions:
• Study resources: including links to required readings
• Assignment details: detailed guidelines for each assessment task
• Assignment submission links: All assignments are submitted via the unit webpage through the turnitin facility
• Discussion pages: for conversation with peers about unit content On-Campus Session.
A Voluntary On-Campus day is provided on Saturday 7th September. The purpose of the on-campus day is to provide deeper discussion and reflection on the unit content. The day will include a focus on content relating to Assignments 2 & 3. Students are encouraged to bring their work in progress or initial thinking to discuss with the Unit Coordinator. Students will be asked to register in advance via iLearn to attend the on-campus session.
Student Workload and Allocation of Time
ECED 831 is worth four credit points and you would usually be expected to allocate about 12 hours a week in study for a four credit point unit over 15 weeks. This would be a total of 180 hours over the semester.
Unit Expectations
Electronic Communication
During semester time, communication between staff and students use the following ways:
It is the student’s responsibility to check all electronic communication on a regular weekly basis.
Withdrawing from this PG Unit
If you are considering withdrawing from this unit, please seek academic advice by writing to https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.
ECED831 is offered over 15 Weeks. This includes 12 weeks of content - including on-line lectures and seminars, required readings and study tasks. Three weeks of independent study is allocated to enable intensive work on your major assessment tasks.
Study Outline
Date |
Topic |
Required Readings |
Week 1 July 29 |
Introduction to the Unit. Defining pedagogy and curriculum in the EC Context. Yeshe Colliver |
OECD (2017) Starting Strong 2017 (Link on iLearn). Skim read all but focus on Chapter 4 Lifting our Game Report (2018) Link on ilearn Wilks (2008) Ilearn |
Week 2 Aug 5 |
What is pedagogy? The role of the teacher in early childhood curriculum Luke Touhill |
Fleet et al (2011) ilearn Sylva et al (2010) ilearn |
Week 3 Aug 12 |
Historical Overview - Theories of EC Sandie Wong |
Follari (2011) Part 1 and Part 2 ilearn |
Week 4 Aug 19 |
Theories of ECE since the Industrial Revolution Sandie Wong |
Mooney (2000) Chapter 2 & 4 ilearn |
Week 5 Aug 26 |
Contributions to EC pedagogies. Constructivism and Developmentalism Luke Touhill |
Goffin & Wilson (2001) Lib Reserve |
Week 6 Sept 2 |
Contributions to EC pedagogies Vygotsky and Dewey Luke Touhill |
Dewey (1943) Olsson (2009) Chpt 2 |
Week 7 Sept 9 |
International models and approaches to EC curriculum Sandra Cheeseman |
Sellers (2013) ilearn EUI Report (2009) iLearn |
Recess Sept 16 - 27 |
Voluntary On-Campus Day Saturday 7th September |
Wood (2008) Chapter 5 Lib Reserve |
Week 8 Sept 30 |
Borrowing inspirations: The schools of Reggio Emilia, Italy and The Forest Schools. Sandra Cheeseman |
Giamminuti (2014) Chapter 2 Lib Reserve Fleet et al (2017) Chpt 1 |
Week 9 Oct 7 |
Case Study: The Australian Context and the EYLF Luke Touhill |
Griesharber (2010) Lib Reserve
Fleer (2013) iLearn |
Week 10 Oct 14 |
The case for infant/toddler curriculum Sandra Cheeseman |
Cheeseman (2017) Degotardi et al (2014) ilearn Page et al (2013) ilearn File (2012 ) Chapter 9 ilearn |
Week 11 Oct 21 |
The Early Childhood Workforce and Links to Quality Sandie Wong |
TBA |
Week 12 Oct 28 |
The role of the educational leader Sandra Cheeseman |
Kreig et al (2014): Lib Reserve |
Week 13 Nov 4 |
No Lecture - Study Week |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
If you are a Global MBA student contact globalmba.support@mq.edu.au
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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.
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