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 - 10/100 marks of credit (10% of the total assessment weighting) will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted seven days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessment - e.g. quizzes, online tests. A zero result for the assignment will be recorded after the late submission period has ended if no task has been received. ● 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.

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.

DELIVERY

Four Friday workshop classes are held for this unit from 9.00am until 4.00pm (please see the detailed schedule in iLearn).

Workshop 1: 6 August

Workshop 2: 3 September

Workshop 3: 8 October

Workshop 4: 29 October  

In the workshops students will discuss issues and questions arising from their internship and readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. Students are also required to complete preparatory tasks for the workshops, at the workshops to participate in small group activities, whole class discussion and to complete brief tasks either as individuals or in pairs. Attendance at all workshops is expected or work commensurate with missing the workshop will be required to be completed. There will be information in iLearn: http://ilearn.mq.edu.au

RESOURCES AND TEACHING MATERIALS

There is an expectation that you complete scholarly reading in this unit. It is an integral part of your study of unit ECHE8290.

Prescribed Text:

There is no prescribed textbook for this unit. This is a capstone unit and students are expected to read widely and build on previous readings.

It is expected that students have mastered APA referencing and get guidance by relevant resources, such as: https://libguides.mq.edu.au/referencing/APA7thEdition

Readings to get you started ... Ideally you should be reading in areas that assist your thinking and reflection from your internship.

Andrews, R. & Van Bergen, P. (2020). Characteristics of educators’ talk about decontextualised events. Australasian Journal of Early Childhood, 45(4), p.362-376. 

Andrews, R., Van Bergen, P., & Wyver, S. (2020). Use of mental state language during educator-child and mother-child conversations about the past and future. Early Education and Development, 31(6), 838-853. doi.org/10.1080/10409289.2019.1689772

Andrews, R., Van Bergen, P., & Wyver, S. (2019). Reminiscing and future talk conversations between young children, their early childhood educators and mothers. Early Childhood Research Quarterly, 49, 254-268. https://doi.org/10.1016/j.ecresq.2019.07.005

Australian Children's Education & Care Quality Authority. (2011). Guide to the national quality standard.  Retrieved from https://www.acecqa.gov.au/nqf/about/guide

Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2021). Programming and planning in early childhood settings. (8^th ed.). Victoria: Thomson.

Bombro, A. L., Jablon, J., & Stetson, C. (2011). Powerful interactions: How to connect with children to extend their learning. Washington D.C.: NAEYC.

Burman, L. (2009). Are you listening? Fostering conversations that help young children learn. St Paul, Minnesota: Redleaf Press.

Curtis, D., & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. Minnesota: Redleaf Press.

Department of Education, Employment & Workplace Relations (DEEWR). (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra: Commonwealth of Australia.

Department of Education, Employment & Workplace Relations (2010). Educators belonging, being and becoming: Educators’ guide to the early years learning framework for Australia. Canberra: Commonwealth of Australia.

Department of Education, Employment & Workplace Relations (2010). The early years learning framework in action: Educators’ stories and models for practice. Canberra: Commonwealth of Australia.

Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (2018). Digital Childhoods. Technology in children's everyday lives. Singapore: Springer publications.

Degotardi, S. & Han, F., 2020, Quality of educator-infant conversational interactions among infants experiencing varying quantity of linguistic output. European Early Childhood Education Research Journal, 28(5), p. 743-757 

Fellowes, J., & Oakley. G. (2019) Language, Literacy and Early Childhood Education. (3rd ed.). Australia/New Zealand: Oxford University Press.

Fenech, M., Wong, S., Boyd, W., Gibson, M., Watt, H., & Richardson, P. (2021). Attracting, retaining and sustaining early childhood teachers: an ecological conceptualisation of workforce issues and future research directions. Australian Educational Researcher. https://doi.org/10.1007/s13384-020-00424-6

Fleet, A., Honig, T., Robertson, J., Semann, A., & Shepherd, W. (2011). What's pedagogy anyway? Using pedagogical documentation to engage with the early years learning framework.   Retrieved from http://www.cscentral.org.au/Resources/what-is-pedagogy-anyway-.pdf

Giamminuti, S. (2013). "Dancing with Reggio Emilia: Metaphors for quality." Mt Victoria, NSW: Pademelon Press.

Hadley, F. & Rouse, E., 2021, Oxford bibliographies: education. Hynds, A. (ed.). New York: Oxford University Press, 13 p.

Hadley, F., & Rouse, L. (2019). Parent partnerships—does compliance influence your practice? The Spoke:  http://thespoke.earlychildhoodaustralia.org.au/parent-partnerships-compliance-influence-practice/

James, A., & Prout, A. (Eds.). (2015). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. Routledge.

Jones, C., Johnstone, M., Hadley, F. & Waniganayake, M., Dec 2020, In: Australasian Journal of Early Childhood. 45, 4, p. 322-335 14 p.

Little, H., & Stapleton, M. (2021). Exploring toddlers' rituals of 'belonging' through risky play in the outdoor environment. Contemporary Issues in Early Childhood. https://doi.org/10.1177/1463949120987656

MacNaughton, G. Rolfe, S., & Siraj-Blatchford, I. (Eds.) (2010). Doing early childhood research: International perspectives on theory and practice. UK: McGraw-Hill Education.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3^rd ed.). Sydney: Pearson Education.

McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child Development and Education. Frenchs Forest, NSW: Pearson.

Millikan, J., & S. Giamminuti.(2014). Documentation and the Early Years Learning Framework. Australia: Pademelon Press.

NSW Department of Education and Communities. (2012). Great Teaching: Inspired Learning Discussion Paper. NSW Government.

O’Brien, M., Wade-Leeuwen, B., Hadley, F., Andrews, R., Kelly, N. & Kickbusch, S. (2018). Chapter 8: Learning to Be. In A. Ambrosetti, R. Capeness, J. Kriewaldt, D. Rorrison (Eds). Educating Teachers: Innovative Perspectives in Professional Experience.  Singapore: Springer.

Patterson, C., & Fleet, A. (2011). Planning in the context of the EYLF: Powerful, practical and pedagogically sound. Research in Practice Series, 19(2), Canberra: ECA.

Powell, S.J. & Somerville, M. (2021). Preschool zombies: Embodied, socio-(re)enacted, productive spatial literacies. Discourse: Studies in the Cultural Politics of Education. https://www.tandfonline.com/eprint/NG6WFEWHEAFQKPWXPKPE/full?target=10.1080/01596306.2021.1941778 

Sims, M., & Hutchins, T. (2011). Program planning for infants and toddlers: In search of relationships. Sydney: Pademelon press.

Sims, M., Waniganayake, M. & Hadley, F. (2019). What makes good even better? Excellent EC leadership. International Journal of Educational Management. 33 (4), p.573-586. DOI: 10.1108/IJEM-01-2018-0032  

Wiltz, N. W., Watson-Thompson, O., Cawley, H. S. & Skelley, H. A. (2008). Developing and presenting a professional portfolio in early childhood education. Student Enrichment Series.

Useful journals for this unit

Australasian Journal of Early Childhood (AJEC)

Australian Journal of Research in Early Childhood Education

Childcare Information Exchange

Child Development (Top Journal in the field)

Contemporary Issues in Early Childhood (online www.triangle.co.uk/ciec)

Early Childhood Research and Practice (online http://ecrp.uiuc.edu/index.html)

Early Childhood Research Quarterly (Top Journal in the field)

European Early Childhood Education Research Journal

Early Years

International Journal of Early Childhood

International Journal of Early Years Education

International journal of teacher

Journal of Teacher Education (all levels – Top Journal)

Journal of Early Childhood Research

Young Children

Key Australian website references:

Association for Childhood Education International: http://www.acei.org

Australian Education and Care Quality Authority (ACECQA): http://acecqa.gov.au/

Australian Community Children’s Services (ACCS) (Previously NACBCS): http://www.ausccs.org.au

Australian Institute of Family Studies:  https://aifs.gov.au/  

Australian Institute of Health and Welfare: www.aihw.gov.au

Australian Association for Research in Education (AARE): https://www.aare.edu.au/

Early Childhood Australia: http://www.earlychildhoodaustralia.org.au/ 

MyChild: http://www.mychild.gov.au/

European Early Childhood Research Blog: https://www.eecera.org/blog/

National Association for the Education of Young Childhood (American) (NAEYC) http://www.naeyc.org

Unit Web Presence

This unit has a full web presence through iLearn and zoom. 

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 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. 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.
• Library databases: You are required to use various research databases to locate sources for your assignment.

Using Turnitin

• Turnitin is used to assist students with appropriate referencing and paraphrasing, and to detect plagiarism (see Section 12. A link to Turnitin is embedded in iLearn. You must submit your work to Turnitin.

APA Style Central

This referencing guide is accessed through the Library’s Multisearch function. It provides tools and templates to assist you to correct format citations in APA 7. See: https://libguides.mq.edu.au/referencing/APA7thEdition

UNIT SCHEDULE
July 26	Week 1	Self Organisation - Read iLearn
August 2	Week 2	Friday 6 August Workshop 1
August 9	Week 3	Internship commences Week 1
August 16	Week 4	Internship continues Week 2
August 23	Week 5	Internship continues Week 3
August 30	Week 6	Internship continues Week 4 Friday 3 September Workshop 2
September 6	Week 7	Internship continues Week 5
September 13	Recess	Internship continues Week 6
September 20	Recess	Internship continues Week 7
September 27	Week 8	Internship continues Week 8
October 4	Week 9	Internship continues Week 9 Friday 8 October Workshop 3
October 11	Week 10	Internship continues Week 10
October 18	Week 11	Internship makeup week for those affected by school holidays and illness.
October 25	Week 12	Friday October 29 Professional Experience Report due to PE office Friday October 29 Professional Portfolio and Viva Voce Presentations due Friday 29 October  Workshop 4
November 1	Week 13

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:

• Resilience practiced inside and outside of the classroom.

In order to be more resilient to the stresses of the teaching environment, teachers need to be aware of, and maintain, their holistic health and sense of coherence. They need the confidence and clarity of mind to manage uncertain and complex issues and unexpected events whenever they arise in their career.

Teaching is demanding for everyone; however, it has been observed that the teachers who thrive on challenges are those who are able to draw on their personal resources and the social and structural supports around them.

• Reflexive in their teaching practice.

Teaching is about understanding multiple and changing ecologies of learning. This encompasses individual students’ needs, the affordances of classroom spaces, student and teacher relationships, curriculums, school culture, parental expectations, community demographics and needs and expectations of the profession, and the effects of government policy.

Teachers must recognise and mediate all these elements, along with their own motivations and priorities. A reflexive approach to teaching assists in making effective and impactful decisions that ensure quality student outcomes on a daily basis.

• Responsive to students, colleagues, parents and professional communities.

Teaching is a relational profession. The best teachers make deep connections with their students, parents and communities. Most of us remember a great teacher, not because of what they taught, but because they were inspiring. They engaged us through the personal connections they made with us, and their recognisable care for our wellbeing and success.

• Ready to learn.

When teachers graduate from university, they are far from the end of their learning journey, but rather just at the beginning.

The ongoing pursuit of learning is a mark of a quality teacher. There are always new methods and ideas to try. But in practice, learning needs are not a one-size-fits-all affair. Teachers need to identify their individual learning needs within the context of their career. Then, they can pursue that learning to the benefit of both themselves and their students.

• Research engaged throughout their career.

Effective teaching practice is based on evidence. This evidence can come from their own research in the classroom and the latest academic research in learning, teaching, motivation, cognition, curriculum, technologies and spaces, to name a few. A critical understanding of data is essential, allowing it to be analysed and woven back into practice.

Data can be big or small – both types are equally important. Big data includes large-scale standardised testing, which is great for identifying unfolding trends in the teaching sector. Small data includes things like classroom assessment, which gives us details about how and why students are succeeding or failing in specific areas.

The 5Rs framework can help teachers stay focused on what’s important. It can give teachers the confidence to keep at their career, strive for personal improvement and maximise their positive impact on students.