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
Convenor
Ruth French
Contact via Email
29 Wally's Walk, Room 275
Please email to organise a time if you would like a meeting with me.
Tutor
Jodie Torrington
Tutor
Renee Preval-Mann
Tutor
Liz Sheldon
ASSET survey contact
Mridul Sood
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
(EDTE403 or EDTE4030) and (EDTE455 or EDTE4550)
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Corequisites |
Corequisites
EDTE404 or EDTE4040
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This sixth and final unit in the primary curriculum series focuses on strategies that combine the six key learning areas to build meaningful connections within and across subject boundaries. Programming for this teaching approach includes consideration of learning outcomes, coherent teaching sequences, and assessment strategies. This dynamic learning situation is reinforced as students continue their professional experience in schools.
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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:
Please follow these guidelines when you submit each 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:
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. |
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 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 | Friday September 10 |
Task 1: Plan Integrated Curriculum | 50% | No | Unit overview: Wk 4 workshop; Task 1: Wed. 22/9/21 11:55pm |
Task 2: Presentation of integrated unit and written submission about assessment, with evaluation. | 45% | No | Presentation: Wks 12, 13. Written part: Sun Nov 7 11:55pm |
Assessment Type 1: Participatory task
Indicative Time on Task 2: 3 hours
Due: Friday September 10
Weighting: 5%
Completing the Annual Student Survey of Education for Teaching (ASSET) forms part of the assessment for this unit. The survey is in 5 parts and students will be awarded 1% for completion of each part.
Assessment Type 1: Learning plan
Indicative Time on Task 2: 47 hours
Due: Unit overview: Wk 4 workshop; Task 1: Wed. 22/9/21 11:55pm
Weighting: 50%
Planning an integrated unit of work. Develop and submit a plan for a unit of work based on syllabus outcomes from four or more Key Learning Areas, and incorporating a 'rich task'. See the Task 1 documentation on iLearn for further details and requirements. Length: Approx. 1800 words of student original work (that is, excluding syllabus outcomes and content, resource lists and other routine content such as headings)
Assessment Type 1: Presentation
Indicative Time on Task 2: 40 hours
Due: Presentation: Wks 12, 13. Written part: Sun Nov 7 11:55pm
Weighting: 45%
This assignment asks students to consider in more depth the assessment of their integrated unit of work (created as Task 1), including planning for assessment and reporting. There are two assessable components.
(A) Students will present the integrated unit of work in a 5-minute presentation to their workshop class. The presentation will be accompanied by a handout and will include an example of an assessment of student learning.
(B) The written submission component will address aspects of assessment and reporting, as well as evaluation/ reflection on the professional learning achieved across Tasks 1 and 2. Length of each component: (i) Presentation: 5 mins plus 1-page handout (double-sided). All students give peer feedback during presentations. (ii) Written submission: Approx. 12 pages. This includes: a copy of the handout from the presentation; worked example/s of rich task artefact/s from the unit of work; criteria that would be used for assessment; sample feedback reports; copy of peer feedback on presentation; evaluation / reflection of 300–400 words.
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
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., MacKay, J., McGill, M., Moss, J., Shaw, K. & Rogers, J. (2019). Teaching: Making a difference (4th ed.). Wiley.
Drake, S. M. & Reid, J. (2010). Integrated curriculum. What works: Research into Practice. Research Monograph #28. https://thelearningexchange.ca/wp-content/uploads/2017/02/WW_Integrated_Curriculum.pdf
Drake, S. & Reid, J. (2018). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 1(1), 31–50. DOI: 10.30777/APJER.2018.1.1.03 JANT Available from: http://apjer.knu.ac.kr/archive/list-det.asp?%20srcCate=%20&i_key=9193%20&p_key=30665%20&v_key=1%20&n_key=1%20&n_key1=1%20&i_kname=%20&p_name=%20&m_year=2018
Evans, R., R. Koul, and L. Rennie. (2007). Raising environmental awareness through a school-community partnership. Teaching Science 53, (1), 30–34.
Fraser, D. (2013) Curriculum Integration. in B. Whyte, D. Fraser & V. Aitken (eds) Connecting curriculum, linking learning (pp.18–33). NZCER Press. Available from: https://www.nzcer.org.nz/system/files/press/abstracts/Chapter%202.pdf
Goodall, J. and Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399–410. doi: 10.1080/00131911.2013.781576
McGee, S. (2018). Children writing, creating and filming to demonstrate understanding of 'Living Worlds'. Practical Literacy, 23(3), 23–24.
Moss, J., Godinho, S. C., & Chao, E. (2019). Enacting the Australian Curriculum: Primary and secondary teachers’ approaches to integrating the curriculum. Australian Journal of Teacher Education, 44(3), 24–41. http://dx.doi.org/10.14221/ajte.2018v44n3.2
Rennie, L.J., Venville, G, & Wallace, J. (2012). The nature of curriculum integration: Connection and approaches (ch. 2). In Knowledge that counts in a global community: Exploring the contribution of integrated curriculum (ch. 2, pp. 18–34). Routledge.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision & Curriculum Development. Chapter 1.
The unit's teaching is comprised of 1 x one-hour lecture and 1 x two-hour workshop per week, starting from Week 1 of Session. The same structure applies both to weekday and to infrequent modes of enrolment.
In the workshops students will discuss issues and questions arising from the lectures and prescribed readings, and will engage in activities which build capacity for assignments and for transition to the profession. Workshops are integral to achieving the learning outcomes of the unit.
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/small groups. The weekly program for the course with the accompanying readings / preparation is available on the unit's iLearn site. A summary of the unit schedule is provided in this unit guide.
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 here, as will other relevant unit notices and materials.
Electronic links and suggested references will be included in the Leganto section. Weekly lectures are pre-recorded and available on the web through the ECHO360 lecture component. You must listen to all lectures. PowerPoint slides are also available in ECHO360.
Please check the iLearn unit regularly.
Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. 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:
MQ Week, Date week begins |
Lecture topic |
Workshop focus and reading |
Week 0 |
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Reading: Textbook, Ch. 1 |
Week 1 July 26 |
Introduction to the unit The Integrated Curriculum |
Principles for beginning to plan an integrated unit of work Starting on Task 1
Reading: Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision & Curriculum Development. Chapter 1. |
Week 2 Aug 2 |
Models of Curriculum Integration |
Focus on the integrated curriculum Reading: Textbook, Ch. 6 |
Week 3 Aug 9 |
Two recorded lectures will be made available this week: * Rich Assessment Tasks * Principles of effective assessment design |
Connecting curriculum, pedagogy and assessment Understanding rich tasks and considering examples Planning for Task 1 including examples of visual overviews
Reading: Textbook, Ch. 7, 8 |
Week 4 Aug 16 |
Planning an integrated unit of work, including programming for differentiation |
Catering for learner diversity Students will present draft plans for Task 1 – visual overview; and engage in peer feedback
Reading: Textbook, Ch. 5 |
Weeks 5 to 7 Aug 23 to Sep 10 |
No timetabled classes. Most students will be on Professional Experience Placements. |
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Friday September 10 - Last day to complete ASSET surveys |
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Wednesday September 22 11:55pm Task 1 due |
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MQ Recess Monday September 13 to Sunday September 26 |
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Week 8 Sep 27 |
Working in different locations – Rural and remote teaching in NSW
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No workshops will be held this week.
Reading: Textbook chapters 13 and 14 are recommended reading for this week as they support reflexive practice and therefore relate to the recent P.Ex. block placements in the co-requisite unit EDTE4040. |
Week 9 Oct 4 |
Transitions in schooling: Implications for curriculum design and pedagogy
Students should also review the lecture on ‘Principles of effective assessment design’ from earlier in the unit. |
Focus on assessment in the context of a rich task - planning for assessment (including activities relevant to Task 2)
Reading: Textbook, Ch. 12 |
Week 10 Oct 11 |
Engaging with parents/carers: Parents as partners in education |
Transitions in schooling Engaging with parents/carers
Readings: Textbook, Ch. 16. Goodall, J. and Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399–410. doi: 10.1080/00131911.2013.781576 |
Week 11 Oct 18 |
Documentation and organisation: Reporting and assessment |
Focus on ongoing professional learning as a graduate teacher; Initiatives for casual teaching
Reading: Textbook, Ch. 15 |
Week 12 Oct 25 |
Making the transition from pre-service teacher to graduate teacher, including fostering ongoing professional learning |
Student presentations (a component of Task 2) |
Week 13 Nov 1 |
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Student presentations (a component of Task 2) |
Sunday November 7 11:55pm Task 2 due |
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
In addition, the following policies and procedures of the School of Education are applicable in this unit.
All Internal ('weekday') and External ('infrequent') mode workshops begin in Week 1 of Session.
Activities completed during weekly workshops 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. Attendance at all workshops is expected and the roll will be taken.
Students are required to attend the workshop in which they are enrolled. Any changes to workshop enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.
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.
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
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.
This unit formerly included a 'critical reflection' short essay, which has been removed due to similar learning now being assessed in the Teaching Performance Assessment (TPA) in EDTE4040. The weighting of the two main assessment tasks has been adjusted, therefore, and both are now worth more towards the final grade.
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 practised inside and outside of the classroom. Transitions in schooling, including graduates' own transition to the profession, are addressed in lectures and workshop activities. For example, resilience is fostered by role-playing parent-teacher report interviews, and by discussing realistic scenarios in relation to parental and carer engagement in children's schooling. Resilience is also called upon for designing and delivering a presentation to peers (Task 2).
Reflexive in their teaching practice. Students engage in formative peer feedback on assessment tasks and also reflect upon Task 1 feedback to inform Task 2. Task 2 includes a reflective evaluation component. The importance of reflexivity is supported in set readings.
Responsive to students, colleagues, parents and professional communities. Unit content and assessment tasks include: differentiating the integrated curriculum for different learners engaged in 'rich tasks' (Task 1); engaging meaningfully and respectfully with parents and carers (workshop); effective communication with parents / carers about classroom learning and students' progress (Task 2).
Ready to learn. The unit emphasises the ongoing pursuit of professional learning in the context of the Australian Professional Standards for Teachers, and as an important dimension of 'transition to the profession'. The role of professional organisations to support ongoing professional learning is addressed in lecture content.
Research-engaged throughout their career. The practical curriculum and pedagogy content in the unit is underpinned by scholarly research. Students include a scholarly rationale as part of their integrated unit of work assessment task, and they engage with scholarly readings throughout the unit.
Assessment: ASSET Surveys
Due: Friday Sept 10, Week 7
Weighting: 5%
Completing five (5) Annual Student Surveys of Education for Teaching (ASSET) forms part of the assessment for this unit. The ASSET surveys provide the School of Education with a detailed understanding of our students: including your background, skills and experiences, wellbeing, and how prepared you feel to work as teachers. As part of our registration with the NSW Education Standards Authority (NESA), we are required to collect data about our students and programs. ASSET provides part of these mandatory data. Further, ASSET provides us with valuable information to tailor the programs and initiatives we offer to you (e.g. around LANTITE, wellbeing, and within units). You may elect to make your de-identified data available to researchers in the School if you choose.
ASSET Survey Links will be posted on iLearn.
Unit information based on version 2021.02 of the Handbook