Coronavirus (COVID-19) Update
Due to the Coronavirus (COVID-19) pandemic, any references to assessment tasks and on-campus delivery may no longer be up-to-date on this page.
Students should consult iLearn for revised unit information.
Find out more about the Coronavirus (COVID-19) and potential impacts on staff and students
Unit convenor and teaching staff |
Unit convenor and teaching staff
Sandie Wong
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
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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 unit provides a foundational overview of the theoretical perspectives that have contributed to the history and philosophy of early childhood education. It examines philosophies, theories and theorists over time that have helped shape views about children and children's learning, curriculum development and the role of the teacher. The unit will enable students to recognise the importance of philosophy in early childhood education as they read research and engage with philosophical ideas. Students will also begin to develop a broad knowledge of curriculum approaches, including Froebel, Montessori, Steiner and Reggio Emilia that are implemented across Australia in contemporary early childhood settings.
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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:
Coronavirus (COVID-19) Update
Assessment details are no longer provided here as a result of changes due to the Coronavirus (COVID-19) pandemic.
Students should consult iLearn for revised unit information.
Find out more about the Coronavirus (COVID-19) and potential impacts on staff and students
ASSESSMENT TASKS
There are three (3) assessment tasks in this subject. 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.
Due: Varies depending on theorist / dominant view of early childhood chosen
Length: 10 – 15 minutes presentation
Weighting: 25%
This assessment requires you to deliver a presentation on a theorist or dominant view of early childhood education covered in the subject.
Working in pairs (from your tutorial group), students will present on a theorist / dominant view of early childhood covered in the subject, to their peers in tutorials in weeks following the lecture on that theorist / dominant view. The schedule of theorists / dominant views is outlined in the table below. Students must pick their theorist / dominant view in week one tutorial (or as soon as possible). The aim is to cover as many theorists / dominant views as possible in tutorials. Therefore, only one pair of students can choose each theorist / dominant view. Once students have selected and indicated a theorist / dominant view they are committed, no changes will be permitted.
Week |
Theorist / dominant view of early childhood education |
Week 3 |
Confucius, Socrates, Plato and Aristotle |
Week 4 |
Comenius, Locke, Rousseau and Pestalozzi |
Week 5 |
Froebel |
Week 6 |
Early childhood as ‘separate’ education, Montessori, |
Week 7 |
Early childhood as ‘progressive’ education, Dewey, Gardner, Steiner, AS Neil and Malaguzzi, |
Mid-session study period (External students’ – 1st on-campus session – 14/4) |
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Week 8 |
Early childhood as ‘scientific’ education, Piaget, Vygotsky, Bowlby, Pikler, Gerber, Bronfenbrenner, and Rogoff |
Week 9 |
Early childhood as ‘socially just’ education, Freire |
Week 10 |
Early childhood education as ‘women’s work’ |
Week 11 |
Early childhood education as ‘national work’ (External students’ 2nd on-campus Session – 23/5) |
Aim of Assessment
The aim of this assessment is for students to think critically about the different theorists / dominant views of early childhood education. Students need to concentrate on the key points about the chosen theorist / dominant view of early childhood education, and present these points in a logical and cohesive way. Presentations should be engaging, informative and promote debate amongst peers. They should last approximately 10 – 15 minutes.
Presentations about theorists should:
Presentations about dominant views of early childhood education should:
Students are encouraged to use a variety of media / ways of delivering their presentation. Different types of resources can be utilised. The presentations can be digital or not. They can use videos (self-created not ready made from the internet); posters; concept maps; dramatisation; puppets; music; accessories; handouts; or whatever resources students think will make their presentation more exciting and engaging. Student pairs can also demonstrate debates about the pros and cons of the theory. Pairs that are in the same week can prepare together and ‘interview each other’ or form a ‘debate panel’. The important thing is to be WELL-ORGANISED, ORIGINAL AND CREATIVE! None of us want to sit through boring presentations.
Presentation Marking Criteria
Grading for this assessment will be conducted within the tutorial by the tutor, based on the marking rubric (see i-Learn). Grades will be recorded in Gradebook – but will not be released until all students have completed this assessment.
Due: 31st May, 2019, 23.59hrs Length: 1800 words
Weighting: 35%
Submit your essay through Turnitin
This essay requires students to consider the diverse ways that early childhood education has been viewed in the past and today. How have views about early childhood education developed, what has informed the ways it is viewed today, and what are the implications of those diverse views for early childhood education, children, families and society more broadly?
Students will be provided with one contemporary and one historical media story about early childhood education. Students are required to choose one additional (contemporary or historical) media story. Students must then prepare an essay that compares and contrasts these stories. The essay must to be submitted via Turnitin on the iLearn page. In their reflection on these media stories, students will need to draw on the compulsory readings and at least two more academic readings. The assignment must follow APA referencing style.
Students may choose current or archival newspaper or television stories about early childhood education. Archived newspaper stories about early childhood education can be found by searching Trove: https://trove.nla.gov.au/
Reflecting on the stories, students are encouraged to consider:
Essays must:
Essays should include:
It is important that the essay:
Essay Marking Criteria
The marking criteria used to assess essays are outlined in a marking rubric (see i-Learn). Students are strongly advised to ensure that they understand each of the criteria. If, after reading the marking criteria, students require further explanation, please post a discussion on i-Learn or send a dialogue to the unit convenor.
The university helps students who may require assistance with various learning skills. Please do not hesitate to contact them if you require assistance in structuring and writing an academic essay: http://www.students.mq.edu.au/support/learning_skills/
Due: Session 1 exam period. Students are required to be available throughout the duration of the exam period.
Length: 2 hours + 10 minutes reading time Weighting: 40%
Open book exam. Students will reply to four out of a possible eight essay questions related to content from Weeks 5, 6, 7, 8, 9 & 11 lectures and the associated required readings.
This type of exam demands`` critical thinking and synthesising skills (not memorization). This can be achieved via weekly engagement with the readings / lectures and tutorial activities - working systematically throughout the session and not just before the exams.
Students are required to be available throughout the duration of the exam period http://www.mq.edu.au/policy/docs/examination/procedure.html If you are unavailable on the day of the exam and it's not due to unavoidable circumstances such as hospitalisation, then you will be marked as absent from the exam and you will fail the unit. The exam cannot be completed before the date listed in the University exam timetable. Students who live outside of the Sydney Metropolitan Area who are registered for a regional exam centre will be able to complete the exam at their exam centre.
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.
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 this requirement is not met you will be awarded an FA grade with a maximum mark of 45.
Students will be awarded grades ranging from HD to F according to guidelines set out in the assessment policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016
In order to ensure clear distinctions between grades, final marks of 49, 64, 74 and 84 will not be used. 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.
Confidentiality
Students must respect the need for sensitivity and confidentiality, and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use pseudonyms for any children or adults referred to in the assignment. Do not record details that enable identification of a site, or of children or adults.
Coronavirus (COVID-19) Update
Any references to on-campus delivery below may no longer be relevant due to COVID-19.
Please check here for updated delivery information: https://ask.mq.edu.au/account/pub/display/unit_status
Ailwood, J., Boyd, W., & Theobald, M. (Eds.) (2016). Understanding early childhood education and care in Australia: Practices and perspectives. Crows Nest: Allen & Unwin
Nolan, A. & Raban, B. (2015). Theories into practice. Albert Park, Victoria: Teaching Solutions.
You are required to purchase you own copies of these two texts.
Readings from the required texts will be used to support lecture and tutorial content.
The unit comprises one one-hour lecture and one two-hour tutorial (internal students) per week.
Weekly lectures are available on the web through ECHO360. You must listen to all lectures if you do not attend these ‘live’.
PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool.
Tutorials form and essential component of this subject. Tutorials provide opportunities for sharing learning materials and resources, developing critical thinking and are the venue for students to present their Assessment 1. Materials required for weekly tutorials will be available in iLearn in advance of the tutorial.
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 Requirements
Attendance at all tutorials is expected.
Access to iLearn and ICT skills
This unit has a full web presence through iLearn. The iLearn page will provide students with additional readings, links and materials. Lectures will also be available through Echo in iLearn from the following website link: http://ilearn.mq.edu.au
This unit requires students to use several ICT and software skills:
Students will need regular access to a computer and skills in word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments
Internet access: The iLearn site contains materials for this unit; it is also required for the online Turnitin submission of Assessment Task 2.
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 students are encouraged to use electronic links and suggested references. Please check the iLearn unit regularly.
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.
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 students.
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.
Support resources
Macquarie University has a range of services for students. If you are struggling with any aspect of academic life or career trajectory and skills, we have great supports within the university. Please refer to the comprehensive list of support services here.
Coronavirus (COVID-19) Update
The unit schedule/topics and any references to on-campus delivery below may no longer be relevant due to COVID-19. Please consult iLearn for latest details, and check here for updated delivery information: https://ask.mq.edu.au/account/pub/display/unit_status
This table sets out the weekly required and recommended readings. The table is meant as an overall guide only, and is subject to change throughout the semester. Please see the individual Weekly Guides in i-Learn for additional and updated information and support for your learning.
Week |
Date |
Lecture topic |
Required reading |
Recommended reading / videos |
Introduction and pre-20th Century |
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1 |
23 / 2 |
Week 1 lecture introduces you to both the subject learning objectives, assessments and requirements; and to philosophy and history. You will learn why it is important to understand about different views about children and early childhood education pedagogy over time. |
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Spodek, B., & Saracho, O. N. (2003). "On the shoulders of giants": Exploring the traditions of early childhood education. Early Childhood Education Journal, 31(1), 3-10. A crash course in philosophy: https://www.youtube.com/watch?v=1A_CAkYt3GY Socrates: http://plato.stanford.edu/entries/socrates/ Plato: http://plato.stanford.edu/entries/plato/ Aristotle: http://plato.stanford.edu/entries/aristotle/ Confucius: http://plato.stanford.edu/entries/confucius
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2 |
2 / 3 |
Week 2 lecture introduces you the views of ancient philosophers Confucius, Socrates, Plato and Aristotle, and the view of children in Roman times. We then look at childhood during the Medieval and Renaissance periods. You will be introduced to the ideas of Comenius, Locke, Rousseau and Pestalozzi. |
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Bowers, F. B., & Gehring, T. (2004). Johann Heinrich Pestalozzi: 18th century Swiss educator and correctional reformer. Journal of Correctional Education, 306-319. Rousseau’s Emile, or on Education: http://en.wikipedia.org/wiki/Emile,_or_On_Education Pestalozzi’s How Gertrude Teaches Her Children http://urweb.roehampton.ac.uk/digital-collection/froebel-archive/gertrude/index.html |
3 |
9 / 3 |
The 18th & 19th century: Romantic period and industrial revolution, evangelism and the introduction of public schooling; and the ideas of Froebel – the ‘Father’ of kindergarten. |
Lascarides & Hintz, 2013, pp. 85 – 115, & pp.143 – 167 [in reserve] |
Manning, J. P. (2005). Rediscovering Froebel: A call to re-examine his life & gifts. Early Childhood Education Journal, 32(6), 371-376. Reading of William Blake’s Nurses’ Song: |
4 |
16 / 3 |
The emergence of early childhood education in Australia – the influence of Froebelian and Montessorian pedagogy. |
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Brennan, D. (1998). The politics of Australian child care: Philanthropy to feminism and beyond. Cambridge University Press. Chapter 1 Mooney, C. G. (2005). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky. St. Paul, MN: Redleaf Press. (Chapter 2 – Montessori) |
Views on Early Childhood Education in the 20th & 21st Century |
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5 |
23 / 3 |
Early Childhood education as ‘progressive’, individualised, play-based pedagogy – Dewey, Gardner, Steiner, AS Neil, Malaguzzi, Reggio Emilia & the Forest school movement |
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Lascarides, V. C., & Hinitz, B. F. (2013). History of early childhood education (Vol. 982). Routledge. Chapter 8: Dewey: pp. 215-225. Mooney (2005), Chapter 1: Dewey Gardner, H. (2011). The unschooled mind: How children think and how schools should teach. Basic books. Gardner: https://youtu.be/oY2C4YgXm7I Neill, A. S., & Lamb, A. (1995). Summerhill School: A new view of childhood. Macmillan. Nutbrown, C., & Clough, P. (2014). Early childhood education: History, philosophy and experience (2nd ed.). London: Sage. Part II: pp: 51-52. Steiner, R., & McDermott, R. (2009). New essential Steiner: An introduction to Rudolf Steiner for the 21st Century. Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. Psychology Press. Millikan, J. (2003). Reflections: Reggio Emilia principles within Australian contexts. Pademelon Press Pty. Limited. Reggio Emilia: https://youtu.be/mQtLOu99BfE O’Brien, L. (2009) Learning outdoors: The Forest School approach, Education 3–13, 37:1, 45-60, DOI: 10.1080/03004270802291798 |
6 |
30 / 3 |
Early childhood education as ‘scientific’ education: medicalisation, Developmentally Appropriate Practice and the influence of developmental theorists and research – Piaget, Vygotsky, Bowlby, Pikler, Gerber, Bronfenbrenner, & Rogoff |
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Mooney, C. G. (2005). Chapter 5: Vygotsky. Piaget: https://www.simplypsychology.org/piaget.html Vygotsky: https://www.simplypsychology.org/vygotsky.html Bowlby: https://www.simplypsychology.org/bowlby.html Rogoff: http://www.aera100.net/barbara-rogoff.html |
7 |
6 / 4 |
Early childhood as ‘socially just’ education – rescuing children, ameliorating disadvantage, reforming society, ethics, rights and anti-bias curriculum, the UNCROC & Sustainable Development Goals, Freire |
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The UNCROC: https://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf Ebbeck, M., Warrier, S., & Ebbeck, F. (2012). Children’s images and visibility represented in television and newspaper in Singapore. In S. Wyver & P. Whiteman (Eds). Children and childhoods2: Images of childhood pp. 148 - 165. Newcastle Upon Tyne: Cambridge Scholars. Freire, P. (1970). Pedagogy of the Oppressed. (M. Bergman, Trans.). Middlesex: Penguin Books. (Original work published 1968) Little, H. (2012). Contradictory images of children: Growing up in a dangerous(?) world. In S. Wyver & P. Whiteman (Eds). Children and childhoods2: Images of childhood pp.88 – 104. Newcastle Upon Tyne: Cambridge Scholars. Chomsky, Gardner & Friere in conversation: https://youtu.be/2Ll6M0cXV54 |
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13/4 20/4 |
Easter & mid-session break (on-campus session 1 for external students 14 / 4) |
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8 |
27 / 4 |
Early childhood education as ‘women’s work’ – maternalism and feminism and its implications for the early childhood workforce |
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Brennan, D. (1998). The politics of Australian child care: Philanthropy to feminism and beyond. Cambridge University Press. Chapter 3 Workforce Initiative Webinar on early childhood workforce working conditions: https://www.youtube.com/watch?v=n8oojzFuFpM&feature=youtu.be
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9 |
4 / 5 |
Early childhood education as ‘national work’ and the shift from philanthropy to corporatisation.
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Brennan, D. (1998). The politics of Australian child care: Philanthropy to feminism and beyond. Cambridge University Press. Chapter 2 Sumsion, J. (2006) The corporatization of Australian childcare: Toward an ethical audit and research agenda Journal of Early Childhood Research, 4(2), 99-120.
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10 |
11 / 5 |
Guest lecture from the profession including Early Years Learning Framework, National Quality Standards and Universal Access |
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The Early Years Learning Framework: https://www.education.gov.au/early-years-learning-framework-0
ACECQA: https://www.acecqa.gov.au/
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11 |
18 / 5 |
Poststructuralism and its implications for contemporary provision – Foucault, Bourdieu & Canella. The challenge of globalisation. |
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Cannella, G. S. (2000). The scientific discourse of education: Predetermining the lives of others—Foucault, education, and children. Contemporary Issues in Early Childhood, 1(1), 36-44. |
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12 |
25 / 5 |
Revision & recap Research essay due 31 / 5 |
TBC |
TBC |
13 |
1 /6 |
No classes |
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Exam period |
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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:
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
Attendance for undergraduate units
All Internal tutorials begin in Week 1 of Session.
Activities completed during weekly tutorials 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 is expected and the roll will be taken.
Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.
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.
Workload
In a 10 credit-point unit you should expect to commit nine (9) hours of your time per week to your studies.
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 help you improve your marks and take control of your study.
The Library provides online and face to face support to help you find and use relevant information resources.
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.