Students
EDST8238 – Professional Practice 2: Literacy and Numeracy for Diverse Learners
2020 – Session 2, Special circumstance
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.
General Information
Download as PDF
| Unit convenor and teaching staff |
Unit convenor and teaching staff
Sue Ollerhead
Contact via email: susan.ollerhead@mq.edu.au
X5B362
Please email for an appointment
Lisa White
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| Credit points |
Credit points
10
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| Prerequisites |
Prerequisites
EDST8237
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| Corequisites |
Corequisites
10cp from EDST8220 - EDST8234
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This Professional Experience unit will help prepare students for classroom teaching by developing understanding of literacy and numeracy demands generally and in specific secondary subject area(s). Effective classroom teaching in any subject area is culturally sensitive and inclusive. Students learn more effectively when their teachers know them and how they learn. Learning experiences in the unit will focus on knowledge of the principles and strategies of literacy and numeracy and how these can be implemented in teaching subject areas to support and engage diverse learners. Independent practitioner research will be undertaken during the Professional Experience component of the unit affording the opportunity to evaluate and better understand the impact of cultural and learning backgrounds on student learning.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- ULO1: Understand the significance of the social construction of literacy in syllabus materials and for classroom practice with diverse student populations.
- ULO2: Analyse the numeracy and literacy demands of subject areas and syllabuses materials and the implications for effective classroom practice.
- ULO3: Develop knowledge of a range of text types typical of secondary subject areas, their schematic structure and grammatical features and wider understandings of teaching reading and writing in subject areas and more broadly.
- ULO4: Employ the principles and practices of literacy and numeracy in planning for and teaching in diverse classrooms.
- ULO5: Evaluate the significance of cultural and linguistic factors for numeracy, mathematics, language development and literacy.
- ULO6: Undertake independent research to interpret data relating to student backgrounds and learning needs and design research and theory informed culturally inclusive and sustaining experiences and resources.
- ULO7: Critique prior cultural assumptions and beliefs about teaching literacy and numeracy and demonstrate a reflexive approach to improving knowledge and practice of teaching.
- ULO8: Explore, implement and evaluate a range of evidence based teaching techniques in the professional experience placement.
- ULO9: Critique (or reflect on) one's professional practice and that of their peers.
General Assessment Information
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: 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.
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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.
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Grade |
Descriptor |
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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. |
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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. |
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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. |
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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 |
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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. |
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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. |
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Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Portfolio of learning strategies and resources | 50% | No | Week 7 |
| ASSET Survey | 5% | No | Week 13 |
| Independent research project | 45% | No | Week 13 |
| PE evaluation report | 0% | No | Week 13 |
Portfolio of learning strategies and resources
Assessment Type 1: Portfolio
Indicative Time on Task 2: 25 hours
Due: Week 7
Weighting: 50%
Portfolio of learning strategies and resources for teaching numeracy and literacy in diverse classrooms. Including analysis of subject area text for bias, suitability for linguistically diverse classrooms and annotated to show relevant theory and research.
On successful completion you will be able to:
- Understand the significance of the social construction of literacy in syllabus materials and for classroom practice with diverse student populations.
- Analyse the numeracy and literacy demands of subject areas and syllabuses materials and the implications for effective classroom practice.
- Develop knowledge of a range of text types typical of secondary subject areas, their schematic structure and grammatical features and wider understandings of teaching reading and writing in subject areas and more broadly.
- Employ the principles and practices of literacy and numeracy in planning for and teaching in diverse classrooms.
- Evaluate the significance of cultural and linguistic factors for numeracy, mathematics, language development and literacy.
- Undertake independent research to interpret data relating to student backgrounds and learning needs and design research and theory informed culturally inclusive and sustaining experiences and resources.
ASSET Survey
Assessment Type 1: Participatory task
Indicative Time on Task 2: 1 hours
Due: Week 13
Weighting: 5%
The 5 part ASSET will provide the Department of Educational Studies with a detailed understanding of our students and their experiences; including, who they are, their attitudes and beliefs about education, and how prepared they feel to work as teachers. In addition, as part of the registration of the Department of Educational Studies teacher preparation programs with the NSW Education Standards Authority, we are specifically required to collect impact data on programs. The proposed annual survey will serve the purpose of providing part of these mandatory data. Further, it will provide the Department of Educational Studies with valuable information to revise and improve the programs offered to students. Finally, you may elect to make your de-identified data available to researchers in the Department if you choose.
On successful completion you will be able to:
- Critique (or reflect on) one's professional practice and that of their peers.
Independent research project
Assessment Type 1: Project
Indicative Time on Task 2: 24 hours
Due: Week 13
Weighting: 45%
Designing and conducting a proposed small-scale practitioner research project relating to literacy/numeracy and EALD learners 1500 words)
On successful completion you will be able to:
- Understand the significance of the social construction of literacy in syllabus materials and for classroom practice with diverse student populations.
- Analyse the numeracy and literacy demands of subject areas and syllabuses materials and the implications for effective classroom practice.
- Develop knowledge of a range of text types typical of secondary subject areas, their schematic structure and grammatical features and wider understandings of teaching reading and writing in subject areas and more broadly.
- Employ the principles and practices of literacy and numeracy in planning for and teaching in diverse classrooms.
- Evaluate the significance of cultural and linguistic factors for numeracy, mathematics, language development and literacy.
- Undertake independent research to interpret data relating to student backgrounds and learning needs and design research and theory informed culturally inclusive and sustaining experiences and resources.
- Critique prior cultural assumptions and beliefs about teaching literacy and numeracy and demonstrate a reflexive approach to improving knowledge and practice of teaching.
PE evaluation report
Assessment Type 1: Report
Indicative Time on Task 2: 0 hours
Due: Week 13
Weighting: 0%
PE evaluation report
On successful completion you will be able to:
- Understand the significance of the social construction of literacy in syllabus materials and for classroom practice with diverse student populations.
- Analyse the numeracy and literacy demands of subject areas and syllabuses materials and the implications for effective classroom practice.
- Develop knowledge of a range of text types typical of secondary subject areas, their schematic structure and grammatical features and wider understandings of teaching reading and writing in subject areas and more broadly.
- Employ the principles and practices of literacy and numeracy in planning for and teaching in diverse classrooms.
- Evaluate the significance of cultural and linguistic factors for numeracy, mathematics, language development and literacy.
- Undertake independent research to interpret data relating to student backgrounds and learning needs and design research and theory informed culturally inclusive and sustaining experiences and resources.
- Critique prior cultural assumptions and beliefs about teaching literacy and numeracy and demonstrate a reflexive approach to improving knowledge and practice of teaching.
- Explore, implement and evaluate a range of evidence based teaching techniques in the professional experience placement.
1 If you need help with your assignment, please contact:
- the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
- the Writing Centre for academic skills support.
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Delivery and Resources
Compulsory Reading:
Cavanagh, M. & Prescott, A. (2015). Your professional experience handbook. Pearson Australia: Frenchs Forest.
Clarke, M. & Pittway, S. (2014). Marsh’s Becoming a teacher (6th Ed.). Frenchs Forest: Pearson Australia (retain from EDST314)
NSW Government (n.d). Literacy and numeracy. Retrieved from
https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/literacy
NSW Government (n.d) Literacy and Numeracy Strategy 2017-2020. Retrieved from
Rossbridge, J. and Rushton, K. (2011). Conversations about text 2. Newtown, NSW. Primary English Teachers’ Association.
Numeracy skills framework. Retrieved from
https://numeracyskills.com.au/what-is-numeracy
International Literacy Association
https://www.literacyworldwide.org/get-resources/position-statements
Recommended additional texts:
AITSL (n.d). Teaching performance assessment. Retrieved from https://www.aitsl.edu.au/deliver-ite-programs/teaching-performance-assessment
Australian Council for Educational Research (ACER) (2010). School-community partnerships in Australian schools. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1006 &context=policy_analysis_misc
Cameron,. G., Frydenberg, E. & Jackson, A. (2018). How young refugees cope with conflict in culturally and linguistically diverse urban schools. Australian Psychologist, 171-180. doi:10.1111/ap.12245
Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education (7th ed.). New York, NY: Routledge.
Comber, B., & Nixon, H. (2011). Critical reading comprehension in an era of accountability. Australian Educational Researcher, 38(2), 167–179.
Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56 (1), 18–36. https://doi.org/10.17763/ haer.56.1.b327234461607787
Cummins, J. (2001). Bilingual children’s mother tongue: Why is it important for education?. Sprogforum, 7(19), 15-20 Retrieved from http://www.teachilearn.com/cummins/mother.htm
Davison, C., & Ollerhead, S. (2018). But I'm not an English teacher! Disciplinary literacy in Australian science classrooms. In K-S. Tang, & K. Danielsson (Eds.), Global developments in literacy research for science education (pp. 29-43). Cham, Switzerland: Springer, Springer Nature. https://doi.org/10.1007/978-3-319-69197-8_3.
Dutton, J. & Rushton, K. (2018b). Confirming identity using drama pedagogy: English teachers’ creative response to high-stakes literacy testing In: English in Australia. 53(1), p. 5-14.
Forrest, J., Lean, G. & Dunn, K. (2015) Challenging racism through schools: teacher attitudes to cultural diversity and multicultural education in Sydney, Australia, Race Ethnicity and Education, 19:3, 618- 638, doi: 10.1080/13613324.2015.1095170
Geiger, Vince, Goos, Merrilyn and Dole, Shelley L. (2014). Curriculum intent, teacher professional development and student learning in numeracy. Mathematics curriculum in school education. Edited by Yeping Li and Glenda Lappan. Dordrecht, Netherlands: Springer.473-492.https://doi.org/10.1007/978-94-007-7560-2_22
Goos, Merrilyn, Vince Geiger and Dole, Shelley (2014). Transforming professional practice in numeracy teaching. Transforming mathematics instruction: multiple approaches and practices. Edited by Yeping Li, Edward A. Silver and Shiqi Li. New York, United States: Springer.81-102.
Goos, M. E., Lincoln, D., Coco, A., Frid, S., Galbraith, P., Horne, M., Jolly, L., Kostogriz, A., Lowrie, T., Short, P. M. and Gholam, M. (2004). Home, school and community partnerships to support children's numeracy. Canberra: Department of Education, Science and Training.
Lewthwaite, B., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., Wills, J. (2015). Seeking a pedagogy of difference: What Aboriginal Students and their parents in North Queensland say about teaching and their learning. Australian Journal of Teacher Education, 40(5), 132-159.
Moriarty, B. (2018). Research skills for teachers. Allen & Unwin: Crows Nest.
Ollerhead, S., Crealy, I., & Kirk, R. (2020). Writing like a health scientist: a translingual approach to teaching text structure in a diverse Australian classroom. Australian Journal of Applied Linguistics, 3(1), 77 - 90 https://doi.org/10.29140/ajal.v3n1.301.
Ollerhead, S. (2019). The pre-service teacher tango: Pairing literacy and science in multilingual Australian classrooms. International Journal of Science Education. https://doi.org/10.1080/09500693.2019.1634852.
Ollerhead, S. (2019). Teaching across semiotic modes with multilingual learners: translanguaging in an Australian classroom. Language and Education, 33(2), 106-122. https://doi.org/10.1080/09500782.2018.1516780.
Ollerhead, S. (2018). Pedagogical language knowledge: preparing Australian pre-service teachers to support English language learners. Asia-Pacific Journal of Teacher Education, 46(3), 256- 266. https://doi.org/10.1080/1359866X.2016.1246651.
O’Shaughnessy, T. E., & Swanson, H. L. (2000). A comparison of two reading interventions for children with reading disabilities. Journal of Learning Disabilities, 33(3), 257–277.
Serafini, F. (2012). Expanding the four resources model: Reading visual and multi-modal texts. Pedagogies: An International Journal, 7(2), 150–164.
Research on Strategies for Improving Numeracy Instruction
https://numeracyskills.com.au/research-on-strategies-for-improving-numeracy-instruction
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This unit has a full web presence through iLearn. |
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Students will need regular access to a computer and the Internet to complete this unit. |
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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 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. Lectures |
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Weekly lectures are available on the web through the ECHO360 lecture component. 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.
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:
Structure The unit comprises weekly lectures and two on-campus tutorial days. 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 at all tutorials is expected. Attendance at on campus days for external students is also 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 Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs. The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit ILearn site. |
Unit Schedule
Module |
Topic |
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Contextualising the key issues:
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Understanding diverse learners and their needs
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Multilingual approaches to teaching
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Teaching literacy for EAL/D learners
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Teaching numeracy This module introduces the concept of numeracy, distinguishing between numeracy and Mathematics. It also develops strategies and competency in building and assessing numeracy skills in secondary teaching and learning practices and explores the meaning of numeracy in contemporary education with a view to preparing student for their everyday lives. Topics include:
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Teaching reading and writing (2)
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| 8. |
Teaching oracy
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| 9. |
Teaching vocabulary
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| 10. |
Teaching language, literacy and numeracy across the curriculum (bringing it all together)
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Policies and Procedures
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:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
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).
Student Code of Conduct
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
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
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
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.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
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
IT Help
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.
Attendance Requirements
Attendance at synchronous/face to face tutorial activities, completion of individual/group tasks, involvement in forums, and any other learning activities in this unit is compulsory as the Master of Teaching is a professional qualification. All students must meet the 80% requirement.
Activities completed during weekly tutorials (internal) or on campus days (external) 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 or on campus days 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
● Students are expected to read weekly readings before completing tasks and attending tutorials
● Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials
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.
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
● The Dialogue function on iLearn
● Other iLearn communication functions
External Students
1. The on-campus sessions on (insert dates) are essential to student engagement and learning and attendance on all days is expected. Failure to attend or to have an approved Special Consideration, may result in a Fail grade for the unit. Please see attendance requirements in this unit guide.
2. Prior to the on-campus sessions, you should have read the prescribed readings and listened to the lectures. Summarise the main points, and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.
Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis.
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
○ Anaphylaxis training (practical and online training) (school placements only). Please note that Anaphylaxis training is only current for 2 years so students will need to update this, most probably at the start of their final year
○ Child Protection online training (school placements only)
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.
● 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 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.
● 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
In order to meet the Professional Experience placement expectations of this unit, students must:
Other important policies
Twice Fail Rule for Professional Experience Units
General Coursework Rule 10(7) stipulates that if a student fails a required unit twice in an undergraduate professional program listed on Schedule 2, they may be permanently excluded from further enrolment in that program.
Students completing a double degree will be able to continue with their other degree program provided they meet the academic progression requirements of the Academic Progression Policy.
Students completing a single Education degree (such as the BEd) are advised to seek academic advice. |