Session 2 Learning and Teaching Update
The decision has been made to conduct study online for the remainder of Session 2 for all units WITHOUT mandatory on-campus learning activities. Exams for Session 2 will also be online where possible to do so.
This is due to the extension of the lockdown orders and to provide certainty around arrangements for the remainder of Session 2. We hope to return to campus beyond Session 2 as soon as it is safe and appropriate to do so.
Some classes/teaching activities cannot be moved online and must be taught on campus. You should already know if you are in one of these classes/teaching activities and your unit convenor will provide you with more information via iLearn. If you want to confirm, see the list of units with mandatory on-campus classes/teaching activities.
Visit the MQ COVID-19 information page for more detail.
Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit convenor
Janet Dutton
Contact via Via email
376 29 Wally's Walk
As arranged via email
Tutor
David Chilton
Contact via Email
N/A
As arranged via email
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
EDTE3870 or TEP387
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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 focuses on the secondary school in its social and educational context and the knowledge and skills required for professional practice. Students develop research-based understandings of how to nurture effective school-community relations that support diverse student populations, explore a range of innovative approaches to pedagogy and analyse the factors that shape classroom learning environments and school culture. They also reflect on the qualities of effective teachers, the significance of resilience to teacher work and investigate the factors that shape the transition to teaching.
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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:
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:
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. |
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 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.
Name | Weighting | Hurdle | Due |
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ASSET Survey | 5% | No | 23:59 10/09/2021 |
Quality school - community relations | 15% | No | 23:59 19/08/2021 |
Teaching for diversity: Teachers' roles and responsibilities | 30% | No | 27/09/2021 - 01/10/2021 |
Examination | 50% | No | During examination period |
Assessment Type 1: Participatory task
Indicative Time on Task 2: 1 hours
Due: 23:59 10/09/2021
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.
Assessment Type 1: Poster
Indicative Time on Task 2: 14 hours
Due: 23:59 19/08/2021
Weighting: 15%
750 words and images/tables/diagrams as appropriate. The A3 poster will provide an evidence-based justification for selected strategies aimed at developing quality school-community relations and convey the information in a way that is effective to the audience and purpose.
Assessment Type 1: Viva/oral examination
Indicative Time on Task 2: 25 hours
Due: 27/09/2021 - 01/10/2021
Weighting: 30%
10 minute media presentation on an issue of educational significance relating to teaching for diversity, the distinctive features of a particular teaching subject; role and responsibilities of a teacher.
Assessment Type 1: Examination
Indicative Time on Task 2: 50 hours
Due: During examination period
Weighting: 50%
The open book examination will canvas a representative sample of the unit topics and comprise a mix of short answer questions and extended responses. The questions will require students to synthesise knowledge understandings and skills from the unit readings, weekly focus questions, lectures and workshop activities/resources, using illustrative examples from teaching areas.
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
Required text
Churchill, R. (2019). Teaching : Making a difference (Fourth edition.). John Wiley & Sons Australia, Ltd.
The weekly and recommended readings are listed in Leganto
Structure
The unit comprises weekly lecture content, weekly tutorials or on campus days (Infrequent attendance mode) and a strong core of independent/group learning activities as advised on iLearn.
Students will have opportunities to discuss issues and questions arising from the lectures and prescribed readings basing their arguments/discussions on evidence from published research and other relevant material. 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.
Attendance at all synchronous tutorials/activities and completion of unit tasks is expected. There will be a supporting website for the unit providing additional readings, links and materials. Lectures will be available through Echo360 in iLearn from the following website link: http://ilearn.mq.edu.au
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.
Regular 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
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:
Other useful information about how the teaching is structured. Suggested wording below. Please amend for your unit.
Unit Schedule
Please see iLearn for further information about unit schedule, readings and activities.
Module |
Lecture Topic |
Tutorials |
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Module 1
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Transitioning to teaching
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Reflecting on professional experience
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Module 2
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School-parent/carer-community relations
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The opportunities; The role; The strategies
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Module 3
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Improving educational and community outcomes
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Social justice and inclusion
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Module 4
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Diverse classrooms: Supporting Aboriginal and Torres Strait Islander learners
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Diverse classrooms: supporting indigenous learners
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Module 5
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Exploring Alternative Pedagogies in the Secondary Classroom
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Adopting and adapting for context
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Module 6
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Creating effective learning environments
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Continuing to adopt and adapt for context
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Module 7
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Innovation through technology
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Creating rich learning environments to encourage engagement and critical thinking
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Module 8
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Transforming Schools
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Barriers, Benefits and Implementation
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Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/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
School of Education Procedures
In addition, the following policies and procedures of the School of Education are applicable in this unit.
Attendance for undergraduate units
All Internal tutorials begin in Week 1 of Session. See MQ Timetable for details.
Activities completed during weekly tutorials (internal) or on campus days (Infrequent) 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
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:
Infrequent attendance mode Students
Please make effective use of the online component of the unit and access
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.
5Rs Framework
The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course.
Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling.
In this unit, you will learn using the 5Rs framework in the following important ways:
Reflexive:
As part of this unit, you will reflect on your future work in schools and undertake situational analyses of school settings
Responsive:
Assessment tasks 2 and 3 will support you to cater for the learning of students and shape relationships with parents/carers and the broader school community.
Ready to learn:
Tutorial activities and readings will help you to understand the factors shaping school success and consider how schools might be transformed to support student learning in better ways.
Research engaged:
The unit readings will give you the opportunity to engage with and evaluate research relevant to your teaching and plan research-informed strategies for improving educational outcomes. You will use this research to support your perspectives and explore your current and future teaching.
Unit information based on version 2021.03 of the Handbook