Full assignment instructions

This Unit Guide provides a brief description only of each required assessment piece. Full instructions, assessment criteria and detailed assessment rubrics are provided via the EDST2120 ESSENTIALS document, which will be available on the iLearn site from Day 1 of Session 2.

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 Turnitinin .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.

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: 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. Late penalties are applied by unit convenors or their delegates after tasks are assessed. 

• 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. 

Academic Honesty Guidelines

All assignments should comply with the university's Academic Integrity Policy and Academic Integrity Values. Every assignment should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. Details about how to cite and reference correctly can be found on the university's library website at https://libguides.mq.edu.au/Referencing. At the Macquarie School of Education, students are required to use the American Psychological Association (APA) referencing procedures: https://libguides.mq.edu.au/referencing/APA7thEdition

Units with Submissions of Family & Children’s Records

Family and Children’s Records

Some assessment tasks require students to submit records about families and about children and their learning. It is expected that the records submitted are original, authentic, adheres to ethical practices and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery. Please note that submitted records can only be used once for assessment purposes.

Confidentiality

Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.

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. 

1. About this unit

This unit builds on foundational knowledge of theories of the connection between language, literacy and learning and examines pedagogies for supporting children to develop language and literacy from birth through to their transition into primary school. Students will draw on current research, policies and pedagogical approaches to examine the role of intentional teaching, play- and literature-based experiences as well as childcare, family and community environments in early language and literacy learning. They will design, engage in and critically evaluate developmentally appropriate and inclusive language and literacy learning experiences for young children from diverse backgrounds. 

Relation between assessment task and learning outcomes

ACECQA Standards

The Australian Children’s Education and Care Quality Authority (ACECQA) standards addressed in EDST2120 are:

1. Psychology and child development

1.1 Learning, development and care

1.2. Language development

1.6. Diversity, difference and inclusivity

2. Teaching Pedagogies

2.1. Alternative pedagogies and curriculum approaches

2.2. Play-based pedagogies

2.4. Teaching methods and strategies

2.5. Children with diverse needs and backgrounds

2.6. Working with children who speak languages other than, or in addition to, English

2.7. Contemporary society and pedagogy

3. Education and curriculum studies

3.1. Early Years Learning Framework

3.4. Language and literacy

3.5. English as an additional language

3.9. Curriculum planning, programming and evaluation

4. Family and community contexts

4.1. Developing family and community partnerships

4.3. ATSI perspectives

4.4. Socially inclusive practice

4.5. Culture, diversity and inclusion

2. Student workload and participation requirements

Before commencing this unit, please ensure that you can meet all requirements, including workload requirements, attendance requirements, and assessment submission requirements.

Credit points indicate the approximate hours that a student is expected to spend studying in order to pass a unit. One credit point equals 15 hours; thus, students are expected to spend approximately 10 hours per week (including the two weeks of mid-session recess) studying EDST2120 (i.e. approximately 150 hours). Study includes viewing all lectures, participating in scheduled classes and learning activities, completing required and background readings, completing assignments, and using the unit’s iLearn site.

Independent study is strongly encouraged in this unit and participation in online discussions and activities on iLearn is expected.

Please ensure that you have sufficient time to dedicate to your studies before attempting this unit. We are sympathetic that students often have significant domestic and work-related responsibilities. To be fair to our staff and to other students, however, these cannot be used to justify incomplete work or extension requests.

The estimate provided in the following table is based on average student performance required to pass this unit. Students who are attempting to achieve high grades or who encounter problems in understanding the material and meeting unit requirements would need to spend more time on these tasks. See Unit Schedule below for more details on unit content.

Note: To give yourself the best chance of completing the unit successfully, please allow yourself minimum the amount of study time specified in the table above.

3.   Classes and attendance

All students are expected to:

• View all lectures in the unit.
• View lectures and complete any online tasks before or during the weeks in which these are scheduled.

• Be familiar with relevant lectures and complete the specified reading preparation before scheduled classes and online activities. 
• Actively contribute to online discussions and scheduled classes.
• Complete and submit all assignments.

Participation in all scheduled classes is expected of all students enrolled in EDST2120. Attendance will be recorded. Activities completed during tutorials are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet ACECQA and the AITSL Graduate Teacher Standards.

The timetable for classes can be found on the University website at: http://www.timetables.mq.edu.au

4.   Required texts

There is an expectation that you complete all the scholarly reading in this unit. It is an integral part of your study of EDST2120.

There is one textbook which can be purchased through https://www.booktopia.com.au/books-online/text-books/textbook-finder/macquarie-university/macquarie-university-semester-2/edst2120-language-and-literacy-learning-in-early-childhood/cXCMAC2002EDST2120-p1.html

Fellowes, J. & Oakley, G. (2020). Language, literacy and early childhood education (3^rd ed.). Oxford University Press.

(Note: If you already own an earlier edition of the textbook, you can use it instead.)

There are also two required curriculum documents:

1. Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, being, becoming: The Early Years Learning Framework for Australia. Barton, ACT: Commonwealth of Australia. Retrieved from: https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
2. NSW Board of Studies. (2012). English K-10 Syllabus. Sydney: NSW Board of Studies. Retrieved from: https://syllabus.nesa.nsw.edu.au/english/english-k10/

NOTE: There are also other required readings that will be available through the library’s website and/or the unit’s iLearn website. All required and recommended readings are listed in the EDST2120 ESSENTIALS document on iLearn.

Recommended Readings:

Arthur, L., Ashton, J., & Beecher, B. (Eds.) (2014). Diverse literacies in early childhood: A social justice approach. Australian Council for Educational Research (ACER) Press.

Cecil, N. L., Baker, S., & Lozano, A.. S. (2015). Striking a balance: A comprehensive approach to early literacy (5^th edition). Routledge.

Emmit, M., Zbaracki, M., Komesaroff, L., & Pollard, J. (2015). Language and learning: An introduction for teaching (6^th edition). Oxford University Press.

Ewing, R., Callow, J., & Rushton, K. (2016). Language & literacy development in early childhood. Cambridge University Press.

Jalongo, M. R. (2014). Early Childhood Language Arts (6^th edition). Pearson.

Larson, J., & Marsh, J. (Eds.). (2013). The SAGE handbook of early childhood literacy. (2^nd ed.). SAGE Publications Ltd.

McGee, L.M., & Richgels, D.J. (2014). Designing early literacy programs: Strategies for at-risk preschool and kindergarten children (2^nd Edition). Guilford Press.

McLeod, S., & McCormack, J. (Eds) (2016). Introduction to Speech, Language and Literacy. Oxford University Press.

Morrow, L. M. (2014). Literacy development in the early years: Helping children read and write (7^th edition). Pearson.

Schickedanz, J., & Collins, M. (2013). So much more than the ABCs: The early phases of reading and writing. National Association for the Education of Young Children (NAEYC). 

Scull, J., & Raban, B. (Eds.) (2016). Growing up literate: Australian literacy research for practice. Eleanor Curtain Publishing.

NOTE: There are also other required readings that will be available through the library’s e-reserve collection and/or the unit’s iLearn website. All required and recommended readings are listed in the EDST2120 document on iLearn.

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.
• Library databases: You are required to use various research databases to locate sources for your assignments.

For a detailed unit schedule, including a list of required and recommended weekly readings, please see the EDST2120 ESSENTIALS document provided on iLearn.

Note: This schedule is a guide only to the topics to be covered in EDST212. The sequence and grouping of topics may be varied.