Full instructions for each assignment, including the assessment criteria can be found in the assignment guide attached to the ECHP3250 iLearn site.

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.

Submissions of Family & 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, adhere to ethical practices and are 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 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.

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.

• 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.

• 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 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.

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.

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.

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.

Unit Expectations

• Students are expected to read weekly readings before completing online tasks and tutorials
• Students are expected to listen/attend weekly lectures before completing online tasks and tutorials
• Students are required to make a genuine attempt at all assessment tasks to pass the unit.

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.

Expected Academic Literacy Level

As a 3000-level unit, students are expected to demonstrate a fully functional level of academic literacy in their assignment work. The expectation levels are listed below. Students whose work does not meet these standards are at risk of failing the unit.

Students will receive feedback on their demonstrated level of academic literacy in assignment 1. 

Note that work that breaches the Macquarie University academic honesty policy (see Academic honesty and plagiarism section below) will attract significant deductions in marks and may, in some cases, be referred to the Faculty discipline committee for consideration. Penalties may apply beyond those specified above.

Unit Structure

This unit is taught in tutorial mode, delivered either face to face or online (depending on COVID-19 social distancing restrictions) during the timetabled tutorial times. These tutorials are supported by pre-recorded online lectures, readings and reflection tasks. Students will be informed of the tutorial delivery mode via iLearn.

Online lectures have reflection questions and tasks that students are required to complete prior to the relevant weekly tutorial. Weekly readings also form the basis for tutorial discussions. Tutorials are structured to include whole and small group discussions an tasks, as well as independent work. Effective preparation is required, and attendance is expected.  

The unit comprises one 1-hour lectures and a 2-hour tutorial (or equivalent thereof). In tutorials 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. Students are required to participate in small group activities and whole class discussion, complete brief tasks either as individuals or in pairs, and to read the weekly material and complete any associated online tasks in advance as preparation.  The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit iLearn site.

Lectures

Weekly lectures are available on the web through ECHO360. All lectures are pre-recorded and will be available no later than Monday each week (as timetabled). 

Attendance Requirements

Attendance at all tutorials (whether online or face-to-face) 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

Tutorials begin in Week 1 of Session.

Activities completed during tutorials and online tasks are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet ACECQA requirements].

Internal Students:  Content is delivered via tutorials which take place from week 1 to 9 (inclusive) and Week 13 of the session. Tutorials are delivered during the weekly timetabled tutorial times on Mondays (either by Zoom or face-to-face depending on COVID-19 social distancing restrictions). Online tutorials are delivered via Zoom, and students will be provided with the online tutorial link via the relevant weekly section on iLearn.

External Students: Two sessions are scheduled on the 22nd August and 3 October. Details of start times and duration and format (Zoom or face-to-face depending on COVID-19 social distancing restrictions) will be provided on iLearn. 

Professional Experience Unit Placement Expectations

Students must be able to present evidence of completion of the following prior to session census date (or as otherwise advised) in order to receive a placement for Professional Experience:

• A Working with Children Check or State/Territory equivalent is required by the end of Week 3 to be eligible for a placement. Students may need to withdraw from this unit if this has not been obtained in time. 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.

Students who are completing a unit offered by another department are expected to inform and negotiate with that unit convenor about their professional experience block dates and to discuss how that unit's requirements can be met. For some situations, it may mean that you are enrolled externally for that unit so that your attendance for tutorials for that unit is not impacted.

In order to meet the Professional Experience placement expectations of this unit, students must:

• attain a ‘Satisfactory’ grade for their Professional Experience Practical Work in their Evaluation Report, AND
• attain a ‘Satisfactory’ grade for their Professional Experience Folder in their Evaluation Report

• Feedback from Tertiary Supervisors and/or Supervising Teachers is of a general nature. It is incumbent on the student to check the requirements of any assessments or bookwork prior to submission.
• If a Student is identified being in need of additional support for Professional Practice and/or Bookwork, the Department’s ‘Additional Support’ procedure will be activated and they will not be able to withdraw themselves from this Unit.
• The timing of placements can vary. For placements early in the Session, Fail grades may be approved by the University prior to the end of Session for students who do not meet the placement expectations of the Unit.

Fitness to practice requirements:

• Macquarie University operates under a ‘Fitness to Practice’ model as specified in the University's Academic Progression Policy.  For this Unit, this means that, when undertaking a placement, a student is declaring that they are able to demonstrate professional competence, acceptable professional behaviour, freedom from impairment, and compliance with program specific requirements needed for a student to practice properly and safely throughout their Practical, Clinical or Professional program or unit. It is the responsibility of the student to determine whether they are fit to undertake a placement. Therefore, if a student is feeling unfit to undertake a placement, they should not do so. For more information https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/academic-progression

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:

• Official MQ Student Email Address [Note: Please do not email staff from any email account other than your uni email account.]
• The Dialogue function on iLearn
• Other iLearn communication functions

Required and recommended texts

Textbooks:

• Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in Early Childhood settings (7th ed.). Melbourne: Cengage.
• Little, H., Elliott, S., & Wyver, S. (2017). Outdoor learning environments: Spaces for exploration, discovery and risk-taking in the early years. Sydney: Allen & Unwin.
• Porter (2016). Young children’s behaviour. (4th ed). Sydney: Allen & Unwin.

Note: You should have most of these texts already from other units.

Other weekly readings (available via Leganto unit readings)

Popova, A. (2015). ‘Vygotsky Rocks’! An argument that helps use Lev Vygotsky’s ideas in early years practice. In M. Reed & R. Walker (Eds), A critical companion to early childhood (Chapter 7, pp. 84-92). London: Sage.

Kilderry, A. (2015). Repositioning developmentalism. In M. Reed & R. Walker (Eds), A critical companion to early childhood (Chapter 10, pp. 116-126). London: Sage.

Freeburn, T. (2011). Boys can’t look after babies. In M. Giugni & K. Mundine, Talkin’ up and speakin’ out: Aboriginal and multicultural voices in early childhood (Constellation 2.1, pp. 65-78). Sydney: Pademelon Press.

Madden, L. (2010). Disability. In M. Giugni & K. Mundine (Eds), Talkin’ up and speakin’ out: Aboriginal and multicultural voices in early childhood (Constellation 4.2, pp. 145-162).

Goodfellow, J. (2016). Flexible and sustainable learning environments. In J. Ailwood, W. Boyd & M. Theobald, Understanding early childhood education and care in Australia (Chapter 13, pp. 271-293). Sydney: Allen & Unwin.

Elliott (2013). Exploring Sustainability. Rattler 105, 22-24.

Guigni, M. (2014). Rethinking images of inclusion. Canberra: ACT Professional Support Coordinator

Fleer, M. (2018). Intentional teaching of cultural competence in play-based settings: a cultural-historical view. Canberra: ECA.

White, N. & Ottmann, J. (2016). Indigenous children, families, and early years education in Australia and Canada. In A. Farrell & I. Pramling Samuelson, Diversity in the Early Years: Intercultural Learning and Teaching (Chapter 6). Oxford University Press.

Hunter, L. & Sonter, L. (2012). Meaningful learning environments (Chapter 3). Progressing Play. Practicalities, intentions and possibilities in emerging co-constructed curriculum. Warner, Qld: Consultants at Play.

Casey, T. (2007). Outcomes for children & settings (Chapter 7). Environments for outdoor play. London: Sage.

Greenfield, C. (2011). Outdoors is where we need to be. Auckland: Manukau Institute of Technology.

 Robertson, J. (2100). Who needs a forest? Rattler, 99, 10-13.

Maack, I. & Howard, C. (2014). Inclusion zone. Rattler, 110, 6-9.

Piper, C (2014). Getting Everyone Ready. Every Child, 20(4), 8-10.

Lewin-Benham, A. (2010). Infants and toddlers at work (Chapters 9 & 10). New York: Teachers College Press. 

Information about the unit iLearn site  

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 there, 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.

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.

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.