Students

EDST3020 – Practice of Teaching: Outdoor Learning Environments

2021 – Session 1, Infrequent attendance, North Ryde

Notice

As part of Phase 3 of our return to campus plan, most units will now run tutorials, seminars and other small group activities on campus, and most will keep an online version available to those students unable to return or those who choose to continue their studies online.

To check the availability of face-to-face and online 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 Unit Convenor and Lecturer
Helen Little
Contact via via iLearn Dialogue
29 WW, Room 235
By appointment
Tutor
Anne-Maree Tonkin
Contact via via iLearn dialogue
Tutor
Vanna Lockwood
Contact via via iLearn dialogue
Credit points Credit points
10
Prerequisites Prerequisites
(EDST2000 or EDST200 or EDST2010 or EDST201 or ECHP2220 or ECHP222) and (ECHE220 or ECHE2200)
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit incorporates both theoretical and practical aspects of teaching and working in early childhood contexts. Students in this unit will explore and examine theories of learning and develop a critical understanding of (i) observing, recording and planning for diverse learners, (ii) the outdoors as a learning space for young children, and (iii) embedding sustainability practices in everyday teaching. Students will continue to develop their teaching skills and complete 20 days of Professional Experience in an early childhood setting

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: Examine theories of diverse learners and develop strategies for differentiating planning for diverse needs.
  • ULO2: Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • ULO3: Examine the outdoors as a learning space and develop strategies for embedding sustainability in the prior to school setting.
  • ULO4: Consolidate knowledge on guiding children's behaviour and hone strategies for guiding children's behaviour, including transitions.
  • ULO5: Engage in active, careful and critical reflective practice.
  • ULO6: Extend generic skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.
  • ULO7: Observe, plan and document children's learning.

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

  • 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:

  • Please do not request a re-mark for a Failed assessment as they are all double-marked as a part of the moderation process.
  • 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.

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 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.

 

Professional Experience Unit Placement Expectations 

To be eligible to commence the block placement component of this unit, students

  • Must have submitted all written assessment tasks and/or associated unit component requirements prior to the commencement of the block
  • Must meet the participation requirements for the unit 
  • Students may not be able to commence their placement until all alleged academic honesty breaches have been investigated and concluded. 

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

Submission 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 the ethical practices of the Early Childhood Australia Code of Ethics (2016) and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery (see Fabrication in the IEC Academic Honesty Handbook). 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. 

 

Assessment Tasks

Name Weighting Hurdle Due
Planning for Diversity 40% No 7 May 2021
Professional Experience Placement 0% Yes Weeks 7, 10, 11 & 12
Teaching in Practice 60% No 6 June 2021

Planning for Diversity

Assessment Type 1: Field work task
Indicative Time on Task 2: 20 hours
Due: 7 May 2021
Weighting: 40%

Situational analysis: Analysis of aspects of diversity and difference that will form the basis for teaching decisions (10 pages).


On successful completion you will be able to:
  • Examine theories of diverse learners and develop strategies for differentiating planning for diverse needs.
  • Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • Consolidate knowledge on guiding children's behaviour and hone strategies for guiding children's behaviour, including transitions.
  • Engage in active, careful and critical reflective practice.
  • Extend generic skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.

Professional Experience Placement

Assessment Type 1: Field work task
Indicative Time on Task 2: 55 hours
Due: Weeks 7, 10, 11 & 12
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

20 day placement in early childhood setting


On successful completion you will be able to:
  • Examine theories of diverse learners and develop strategies for differentiating planning for diverse needs.
  • Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • Examine the outdoors as a learning space and develop strategies for embedding sustainability in the prior to school setting.
  • Consolidate knowledge on guiding children's behaviour and hone strategies for guiding children's behaviour, including transitions.
  • Engage in active, careful and critical reflective practice.
  • Extend generic skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.
  • Observe, plan and document children's learning.

Teaching in Practice

Assessment Type 1: Field work task
Indicative Time on Task 2: 20 hours
Due: 6 June 2021
Weighting: 60%

Work Samples: Evidence of cycle of planning for • Outdoor learning environment • Inclusion of children with diverse learning and development needs, and Transition to school statement for two children reflecting diverse abilities (1500 words)


On successful completion you will be able to:
  • Examine theories of diverse learners and develop strategies for differentiating planning for diverse needs.
  • Understand the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.
  • Examine the outdoors as a learning space and develop strategies for embedding sustainability in the prior to school setting.
  • Engage in active, careful and critical reflective practice.
  • Extend generic skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.

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

Required and recommended texts

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. Melbourne: Routledge.

Porter (2016). Young children’s behaviour. (4th ed). Sydney: Allen & Unwin.

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

Additional Readings: 

In addition to readings from your texts, most weeks there will be set reading form other sources A(journal articles, book chapters) - these can be accessed via the university library Leganto unit readings. Further details are provided on iLearn. 

Unit Structure

The unit comprises pre-recorded lectures and weekly 2-hour tutorials (either on campus or online)  for internal students or a two-day session (either on campus or online ) for external students, as well as a schedule of weekly readings (refer to further information on iLearn). In the 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, 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 unit iLearn site.

Lectures

Weekly lectures are available on the web through ECHO360 in iLearn from the following website link: http://ilearn.mq.edu.au

Attendance Requirements

 Attendance at tutorials is expected. The unit website also provides additional readings, links and materials. 

 

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.

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.

 

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.

Unit Schedule

 

Date (Week beginning)

Lecture Content

Lecturer

Pre-recorded

Introduction to unit

 

Helen Little

Week 1

22 Feb

 

 

Overview of key themes - Outdoor Learning, Diversity and Difference, Transitions and Guiding Behaviour.

 

Helen Little

 

 

Week 2

1 March

 

Making learning visible: Understanding children’s behaviour

 

 

Helen Little

Week 3

8 March

 

Planning for Diversity and Difference

 

Jenni Burgess

 

Week 4

15 March

NB: There are 2 lectures this week.

 

Documenting learning with a focus on record keeping for individuals and groups

 

The outdoors as a learning environment – beyond running and climbing

 

Luke Touhill

 

 

Helen Little

 

Week 5

22 March

 

Moving beyond individual experiences – planning for sessions and half days

 

Helen Little

Week 6

29 March

 

Documenting children’s learning: Summative assessment

 

 

Helen Little

Recess 5 – 16 April

External On Campus Session Saturday 10 April

Week 7

19 April

Professional Experience placement

Week 8

26 April

 

Transforming the outdoor environment: Making the most of what you've got

 

Helen Little

External On Campus Session Saturday 1 May

Week 9

3 May

 

The Transition to School Statement

 

 

Luke Touhill

Assessment task 1 due Friday 7 May

Week 10

10 May

Professional Experience placement

Week 11

17 May

Professional Experience placement

 

Week 12

24 May

Professional Experience placement

Week 13

31 May

ATSI contexts – honouring land and learning from Indigenous ways.

 

TBC

Final assessment task due 6 June

Policies and Procedures

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.

Student Code of Conduct

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

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.

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 10th April and 1st May 2021 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.
  3. 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. For school placements this must be verified by DoE before your first placement. Complete and email: The practicum students declaration and a copy of relevant ID documents to the department’s probity unit at least two weeks prior to the start date of your first professional experience placement. You will also need to present photo ID on your first day of professional experience.

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 2 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

 

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.

 

Professional Experience Unit Placement Expectations 

To be eligible to commence the block placement component of this unit, students

  • Must have submitted all written assessment tasks and/or associated unit component requirements prior to the commencement of the block
  • Must meet the participation requirements for the unit
  • Students may not be able to commence their placement until all alleged academic honesty breaches have been investigated and concluded. 

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

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.