Notice
As part of Phase 3 of our return to campus plan, most units will now run tutorials, seminars and other small group learning activities on campus for the second half-year, while keeping an online version available for those students unable to return or those who choose to continue their studies online.
To check the availability of face to face activities for your unit, please go to timetable viewer. To check detailed information on unit assessments visit your unit's iLearn space or consult your unit convenor.
Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor and Lecturer
Philip Li
Contact via Email or iLearn
Lecturer
Alice Chik
Contact via Email or iLearn
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
Admission to MEd or MEdLead or MEChild or MTeach(Sec)
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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 will examine the theoretical frameworks of curriculum, discuss in depth the philosophical, social, and psychological factors that shape the bilingual curriculum. Students will review the key practical principles for the design of teaching materials within the context of bilingual education models. Students will also examine and analyze principal bilingual education program models to articulate and design culturally sensitive and appropriate teaching materials and evaluation strategies and techniques.
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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:
Full assignment instructions
This Unit Guide provides a brief description only of each required assessment piece. Full instructions are provided via the 'unit essentials', which will be available on the iLearn site from Day1 of Session 2.
Assignment expectations
In order to achieve a passing grade, it is expected that all assignments are completed, and that all assignments demonstrate a serious attempt to address the assignment task.
Assessment Presentation & 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-submitted 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. |
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.
Name | Weighting | Hurdle | Due |
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Portfolio (Curriculum) | 60% | No | 18/10/2020 |
Portfolio (Materials development) | 40% | No | 22/11/2020 |
Assessment Type 1: Portfolio
Indicative Time on Task 2: 40 hours
Due: 18/10/2020
Weighting: 60%
Part 1 (30%) – A critique of a selected model of bilingual curriculum. Based on the chosen locale/model and literature review, students need to provide a critique of the strengths and weaknesses of the bilingual curriculum in place. Part 2 (30%) – A proposed model of culturally-appropriate bilingual curriculum. Students need to submit an adapted model of a bilingual curriculum suitable to his/her educational context.
Assessment Type 1: Portfolio
Indicative Time on Task 2: 20 hours
Due: 22/11/2020
Weighting: 40%
Students will submit a portfolio of instructional materials and evaluation strategies based on their work in the Curriculum Portfolio.
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Student workload and requirements
Before commencing this unit, please ensure that you can meet all requirements, including workload requirements, attendance expectations (if relevant to your mode of enrolment), 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 this unit (i.e. approximately 150hr). Study includes viewing all lectures, participating in tutorials and learning activities, completing set readings and background readings, completing assignments, and using the unit’s iLearn site.
Independent study is strongly encouraged in this unit as is participation in online discussions and the completion of study tasks posted on iLearn.
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.
Classes and attendance
All students are expected to:
Students are expected to attend all scheduled classes relevant to their mode of enrolment. Attendance will be recorded. Activities completed during these classes are essential for building the core knowledge and skills required to demonstrate the learning outcomes of this unit and to meet NESA requirements.
The timetable for classes can be found on iLearn.
Required texts
There are no required textbooks for this unit.
Recommended Readings:
Baker, Colin, and Wright, Wayne E. (2017). Foundations of Bilingual Education and Bilingualism. Bristol: Multilingual Matters.
Wright, W., Boun, Sovicheth, García, Ofelia. (2015). The Handbook of Bilingual and Multilingual Education. Malden, MA : Wiley-Blackwell.
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 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:
A detailed and dated schedule with weekly readings is provided on iLearn.
Topics covered in this unit:
I. What is a curriculum
II. What are the debates about bilingual curriculum:
III. Models of bilingual curriculum
IV. Models of instructional design
V. Evaluation and assessment
VI. Curriculum Design:
VII. Lesson planning and implementation:
VIII. Program evaluation:
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
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.