Students

ECHE3100 – Play-based Curriculum: Discovery and Creativity in Outdoor Environments

2022 – Session 1, In person-scheduled-weekday, North Ryde

General Information

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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 - Monday to Wednesday only
Tutor
Alison Frost
Contact via via iLearn Dialogue
Credit points Credit points
10
Prerequisites Prerequisites
130cp at 1000 level or above including (ECH113 or ECHE1130 or ABEC120) and (ECH130 or ECHE1300)
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit examines the role of outdoor environments in providing opportunities for young children to engage in discovery and creative play and physical activity. The unit builds on students' foundational understanding of play-based pedagogies to enhance their capacity to recognise, evaluate and design play-based environments and experiences that promote learning for children from birth to school age. The unit explores inter-relationships between affordances in the outdoor environment, children's play behaviours and their learning, with a particular emphasis on relationship-based learning, scientific inquiry, problem-solving and physical activity. The unit requires students to engage critically with a range of relevant contemporary issues which have the potential to impact on children's opportunities for learning and development. Students also consider issues of inclusive practice for children with different educational and developmental capabilities and with different social and cultural backgrounds.

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: Articulate an understanding of the major theoretical developments in outdoor learning environments.
  • ULO2: Critically reflect on relevant contemporary societal issues and how these may impact on children's learning opportunities.
  • ULO3: Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments.
  • ULO4: Design rich, integrated and inclusive outdoor play experiences for children aged birth to five.
  • ULO5: Understand how outdoor environments can foster holistic learning outcomes as specified in the Early Years Learning Framework.
  • ULO6: Articulate a range of intentional teaching strategies which can enhance children's learning in outdoor environments.
  • ULO7: Consider social, cultural and educational diversity when planning for and evaluating outdoor learning environments for children aged birth to five years.

General Assessment Information

Please refer to iLearn for full details of assessment tasks. 

 

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.
  • Where applicable, templates provided on iLearn must be used.

 

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 – 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. 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.

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.

Assessment Tasks

Name Weighting Hurdle Due
Outdoor Play policy 40% No 26/04/2022
Planning for outdoor learning 60% No 05/06/2022

Outdoor Play policy

Assessment Type 1: Professional writing
Indicative Time on Task 2: 40 hours
Due: 26/04/2022
Weighting: 40%

 

1500 word professional policy outlining approach to outdoor learning and embedding sustainability

 
On successful completion you will be able to:
  • Articulate an understanding of the major theoretical developments in outdoor learning environments.
  • Critically reflect on relevant contemporary societal issues and how these may impact on children's learning opportunities.
  • Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments.
  • Understand how outdoor environments can foster holistic learning outcomes as specified in the Early Years Learning Framework.

Planning for outdoor learning

Assessment Type 1: Design Task
Indicative Time on Task 2: 50 hours
Due: 05/06/2022
Weighting: 60%

 

Diagram plus 2000 word rationale and analysis of learning and 1 page experience plan

 
On successful completion you will be able to:
  • Articulate an understanding of the major theoretical developments in outdoor learning environments.
  • Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments.
  • Design rich, integrated and inclusive outdoor play experiences for children aged birth to five.
  • Understand how outdoor environments can foster holistic learning outcomes as specified in the Early Years Learning Framework.
  • Articulate a range of intentional teaching strategies which can enhance children's learning in outdoor environments.
  • Consider social, cultural and educational diversity when planning for and evaluating outdoor learning environments for children aged birth to five years.

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

There is an expectation that you complete the scholarly reading in this unit. Your textbook in particular is an integral part of your study of ECHE3100 and essential for completion of assessment tasks.

Required and recommended texts

Little, H., Elliott, S., & Wyver, S. (2017). Outdoor learning environments: Spaces for exploration, discovery and risk-taking in the early years. Routledge.

In addition to chapters from the text, there are supplementary weekly readings (available through library/Leganto unit readings) - refer to iLearn for details.

 

Unit Structure

The unit comprises at least 1 one-hour online lecture each week. In some weeks there is an additional online lecture which students are also expected to listen to in preparation for the tutorials.

 Internal (weekday) students will have a 2-hour weekly tutorial and external (Infrequent) students will have two full-day on campus sessions (13th & 14th April). In 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 following pages and on the unit iLearn site.

NOTE: There are no lectures or tutorials in Weeks 7 and 10-12 as many students are on PE placement. If you are completing a PE placemeent in weeks other than these it is essential that you contact the unit convenor and consider whether it is possible for you to complete the unit. 

Lectures

Weekly lectures are available on the web through ECHO360. PowerPoint slides are available on iLearn in advance of the weekly lectures.

Attendance Requirements

Tutorial attendance (either on campus or online) is expected. There will be a supporting website for the unit providing information about additional readings, links and materials. Lectures will also be available through Echo in iLearn from the following website link: http://ilearn.mq.edu.au

Further specific details and any updates about times and locations will be posted on iLearn as an Announcement during the first half of the semester.

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 the schedule of weekly lectures and readings and full details of assessment tasks. 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.m q.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

 

 

Week Beginning

Lecture

Topic

Lecturer

Readings

Module 1:

Approaches to outdoor learning

 

Week 1

21 Feb

1

Contemporary issues and theoretical approaches to outdoor learning environments

Helen Little

Little, Elliott & Wyver (2017) - textbook Chapter 1

Waters (2017}

Week 2

28 Feb

NOTE: There are 2 lectures this week

2

 

Planning effective outdoor environments

Helen Little

Jeavons (2017) – textbook Chapter 6

3

The regulatory context of outdoor learning environments

Helen Little

 

Jeavons et al. (2017)  – textbook Chapter 7

EYLF & NQS

Week 3

7 March

4

 

Outdoor play pedagogy - Catering for different age groups

Helen Little

 

Dyment et al. (2017) and Robertson et al (2017) – textbook Chapters 3 & 5

Module 2: Outdoor environments as pedagogical spaces

 

Week 4

14 March

5

Risky play and managing risk

Helen Little

 

Little (2017) - textbook Chapter 2

Cummins & Reedy (2015)

Week 5

21 March

6

Sustainable practice and environmental responsibility

Helen Little

Davis (2017) - textbook Chapter 4

Week 6

28 March

 

7

 

Thinking outdoors

Helen Little 

Waters & Bateman (2015)

Petriwskyj (2013)

Week 7

4 April

 

No lectures or tutorials due to EDST3020 PEx

RECESS 11 – 24 April

External On-Campus Session 13th and 14th April

Week 8

25 April

NOTE: There are 2 lectures this week

8

Physically active play

Helen Little

Archer & Siraj (2015)

9

Creative play

 

Helen Little

Drown & Christensen (2014)

Assessment task 1 Due Tuesday 26th April

Week 9

2 May

10

Who can play? Supporting participation and inclusion

Kathy Cologon

 

 

Waller (2010)

Woolley (2013)

Lee-Hammond (2017)

Week 10

9 May

No lectures or tutorials due to EDST3020 PEx

Week 11

16 May

No lectures or tutorials due to EDST3020 PEx

Week 12

23 May

No lectures or tutorials due to EDST3020 PEx

Week 13

30 May

11

Environments beyond the gate

Helen Little

 

Elliott & Chancellor (2017) - textbook Chapter 13

Assessment task 2 Due Sunday 5th 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

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

 

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 13th and 14th April 2022 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.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via AskMQ, or contact Service Connect.

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.

Changes from Previous Offering

Number of assessment tasks reduced from three to two. 

5 Rs 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:

Resilient:

  • In tutorials students consider how a willingness to accept challenge and try new things builds confidence, persistence and resilience. Students are encourage to examine their own experiences and attitudes towards the outdoors and 'move out of their comfort zone' in the provision of outdoor learning experiences for children.

Reflexive:

  • Students reflect on their own childhood experiences in comparison to children today and factors associated with diverse lived experiences. Students consider how their values and attitudes towards being outdoors influences the experiences they provide for children.   

Responsive:

  •  Students develop two policy docments that respond to NQF requirements  

Ready to Learn: 

  •  Students are supported to develop an understanding that research provides the evidence base to inform practice and to identify strategies for supporting children's learning. This is applied in the development of their policy documents and experience plans submitted for assessment tasks.

Research Engaged: 

  • The major assignment requires students to engage with outdoor learning research to justify planning decisions. 

 

Unit information based on version 2022.02 of the Handbook